Randall E. Groth

990 total citations
57 papers, 589 citations indexed

About

Randall E. Groth is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Randall E. Groth has authored 57 papers receiving a total of 589 indexed citations (citations by other indexed papers that have themselves been cited), including 46 papers in Education, 36 papers in Statistics and Probability and 7 papers in Developmental and Educational Psychology. Recurrent topics in Randall E. Groth's work include Statistics Education and Methodologies (33 papers), Mathematics Education and Teaching Techniques (32 papers) and Educational Assessment and Pedagogy (13 papers). Randall E. Groth is often cited by papers focused on Statistics Education and Methodologies (33 papers), Mathematics Education and Teaching Techniques (32 papers) and Educational Assessment and Pedagogy (13 papers). Randall E. Groth collaborates with scholars based in United States and South Sudan. Randall E. Groth's co-authors include Anna E. Bargagliotti, D. Jake Follmer, Mark M. Jones, Celia Rousseau Anderson, Michelle Everson, Stephanie Casey, John E. Haddock and Ann Watkins and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Journal for Research in Mathematics Education.

In The Last Decade

Randall E. Groth

57 papers receiving 524 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Randall E. Groth United States	13	462	392	54	31	26	57	589
Cynthia W. Langrall United States	13	505 1.1×	453 1.2×	68 1.3×	96 3.1×	18 0.7×	34	639
James E. Tarr United States	12	390 0.8×	260 0.7×	52 1.0×	26 0.8×	11 0.4×	27	461
Anne Thwaites United Kingdom	8	516 1.1×	225 0.6×	59 1.1×	39 1.3×	27 1.0×	11	538
Noleine Fitzallen Australia	10	250 0.5×	154 0.4×	33 0.6×	12 0.4×	21 0.8×	56	361
Rose Mary Zbiek United States	10	324 0.7×	164 0.4×	75 1.4×	65 2.1×	15 0.6×	25	380
Seán Delaney San Marino	5	394 0.9×	148 0.4×	50 0.9×	44 1.4×	21 0.8×	6	432
Tad Watanabe United States	12	444 1.0×	222 0.6×	89 1.6×	43 1.4×	8 0.3×	38	490
F. Joe Crosswhite United States	7	519 1.1×	180 0.5×	72 1.3×	30 1.0×	39 1.5×	21	599
Fou-Lai Lin Taiwan	7	322 0.7×	91 0.2×	64 1.2×	18 0.6×	16 0.6×	11	353
Kirsti Hemmi Sweden	14	413 0.9×	120 0.3×	98 1.8×	16 0.5×	36 1.4×	43	462

Countries citing papers authored by Randall E. Groth

Since Specialization

Citations

This map shows the geographic impact of Randall E. Groth's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Randall E. Groth with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Randall E. Groth more than expected).

Fields of papers citing papers by Randall E. Groth

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Randall E. Groth. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Randall E. Groth. The network helps show where Randall E. Groth may publish in the future.

Co-authorship network of co-authors of Randall E. Groth

This figure shows the co-authorship network connecting the top 25 collaborators of Randall E. Groth. A scholar is included among the top collaborators of Randall E. Groth based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Randall E. Groth. Randall E. Groth is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Groth, Randall E., et al.. (2023). A method for assessing students’ interpretations of contextualized data. Educational Studies in Mathematics. 114(1). 17–34. 4 indexed citations

Groth, Randall E.. (2020). The Relevance of Statistical Knowledge for Teaching to Health Care Professionals: Reflections on a COVID-19 Press Briefing. SHILAP Revista de lepidopterología. 29(1). 84–94. 6 indexed citations

Groth, Randall E.. (2019). Applying Design-Based Research Findings to Improve the Common Core State Standards for Data and Statistics in Grades 4–6. Journal of Statistics Education. 27(1). 29–36. 1 indexed citations

Groth, Randall E., et al.. (2018). Probability puppets. Teaching Statistics. 41(2). 54–57. 1 indexed citations

Groth, Randall E., et al.. (2016). An Exploration of Prospective Teachers' Learning of Clinical Interview Techniques.. Mathematics teacher education and development. 18(2). 48–71. 5 indexed citations

Groth, Randall E., et al.. (2016). Overcoming challenges in learning probability vocabulary. Teaching Statistics. 38(3). 102–107. 7 indexed citations

Groth, Randall E.. (2015). Royalty, Racing, and Rolling Pigs. Teaching Children Mathematics. 22(4). 218–228. 2 indexed citations

Groth, Randall E.. (2014). Prospective Teachers’ Procedural and Conceptual Knowledge of Mean Absolute Deviation. Investigations in Mathematics Learning. 6(3). 51–69. 2 indexed citations

Groth, Randall E.. (2013). Teaching Mathematics in Grades 6–12: Developing Research-Based Instructional Practices. 6 indexed citations

10.

Groth, Randall E., et al.. (2012). Mapping the structure of knowledge for teaching nominal categorical data analysis. Educational Studies in Mathematics. 83(2). 247–265. 8 indexed citations

11.

Groth, Randall E.. (2012). The Role of Writing Prompts in a Statistical Knowledge for Teaching Course. 1(1). 23–40. 8 indexed citations

12.

Groth, Randall E.. (2012). A day in the life of a statistical knowledge for teaching course. Teaching Statistics. 35(1). 37–42. 5 indexed citations

13.

Groth, Randall E.. (2010). Interactions among Knowledge, Beliefs, and Goals in Framing a Qualitative Study in Statistics Education. Journal of Statistics Education. 18(1). 3 indexed citations

14.

Groth, Randall E., et al.. (2009). A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge. Contemporary issues in technology and teacher education. 9(4). 392–411. 45 indexed citations

15.

Groth, Randall E.. (2007). Case Studies of Mathematics Teachers’ Learning in an Online Study Group. Contemporary issues in technology and teacher education. 7(1). 490–520. 8 indexed citations

16.

Groth, Randall E.. (2007). Toward a Conceptualization of Statistical Knowledge for Teaching.. Journal for Research in Mathematics Education. 38(5). 427–437. 71 indexed citations

17.

Groth, Randall E., et al.. (2007). Building an Online Discussion Group for Teachers. Mathematics Teaching in the Middle School. 12(9). 530–535. 3 indexed citations

18.

Groth, Randall E., et al.. (2006). Preservice Elementary Teachers' Conceptual and Procedural Knowledge of Mean, Median, and Mode. Mathematical Thinking and Learning. 8(1). 37–63. 105 indexed citations

19.

Groth, Randall E.. (2005). Analysis of an Online Case Discussion about Teaching Stochastics. Mathematics teacher education and development. 7. 53–71. 6 indexed citations

20.

Groth, Randall E.. (2005). An investigation of statistical thinking in two different contexts: Detecting a signal in a noisy process and determining a typical value. The Journal of Mathematical Behavior. 24(2). 109–124. 14 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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