Ray R. Buss

1.9k total citations
62 papers, 1.3k citations indexed

About

Ray R. Buss is a scholar working on Education, Developmental and Educational Psychology and General Health Professions. According to data from OpenAlex, Ray R. Buss has authored 62 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 19 papers in Developmental and Educational Psychology and 13 papers in General Health Professions. Recurrent topics in Ray R. Buss's work include Doctoral Education Challenges and Solutions (11 papers), Education and Technology Integration (10 papers) and Teacher Education and Leadership Studies (8 papers). Ray R. Buss is often cited by papers focused on Doctoral Education Challenges and Solutions (11 papers), Education and Technology Integration (10 papers) and Teacher Education and Leadership Studies (8 papers). Ray R. Buss collaborates with scholars based in United States. Ray R. Buss's co-authors include Robert C. Mathews, William B. Stanley, Fredda Blanchard–Fields, Keith Wetzel, Teresa S. Foulger, Ron Zambo, Marc T. Braverman, Penelope L. Peterson, Susan R. Swing and Debby Zambo and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Journal of Consulting and Clinical Psychology.

In The Last Decade

Ray R. Buss

58 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ray R. Buss United States	20	578	497	337	211	163	62	1.3k
Vera Woloshyn Canada	17	752 1.3×	591 1.2×	494 1.5×	246 1.2×	171 1.0×	60	1.6k
Alvin Y. Wang United States	18	457 0.8×	502 1.0×	222 0.7×	163 0.8×	120 0.7×	41	1.2k
Annie Piolat France	18	461 0.8×	605 1.2×	160 0.5×	181 0.9×	120 0.7×	51	1.3k
Thomas Scovel United States	11	657 1.1×	274 0.6×	151 0.4×	210 1.0×	167 1.0×	26	2.0k
Michael Seltzer United States	15	1.2k 2.1×	783 1.6×	356 1.1×	96 0.5×	68 0.4×	38	2.4k
Thomas Rocklin United States	19	472 0.8×	425 0.9×	106 0.3×	307 1.5×	57 0.3×	48	1.4k
Ana Paula Soares Portugal	23	610 1.1×	354 0.7×	634 1.9×	241 1.1×	168 1.0×	99	1.5k
Matthew T. McCrudden United States	22	1.0k 1.8×	694 1.4×	126 0.4×	119 0.6×	185 1.1×	56	1.6k
Jeffrey J. Walczyk United States	23	512 0.9×	338 0.7×	436 1.3×	735 3.5×	215 1.3×	46	1.6k
Rayne A. Sperling United States	19	948 1.6×	879 1.8×	113 0.3×	158 0.7×	84 0.5×	46	1.6k

Countries citing papers authored by Ray R. Buss

Since Specialization

Citations

This map shows the geographic impact of Ray R. Buss'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 Ray R. Buss with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ray R. Buss more than expected).

Fields of papers citing papers by Ray R. Buss

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ray R. Buss. 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 Ray R. Buss. The network helps show where Ray R. Buss may publish in the future.

Co-authorship network of co-authors of Ray R. Buss

This figure shows the co-authorship network connecting the top 25 collaborators of Ray R. Buss. A scholar is included among the top collaborators of Ray R. Buss 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 Ray R. Buss. Ray R. Buss is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Buss, Ray R., et al.. (2025). Generative AI Use in an EdD Program. 10(1). 42–48. 1 indexed citations

Foulger, Teresa S., et al.. (2021). The IT2 Survey: contextual knowledge (XK) influences on teacher candidates’ intention to integrate technology. Educational Technology Research and Development. 69(5). 2729–2760. 12 indexed citations

Buss, Ray R.. (2020). Exploring the development of students’ identities as educational leaders and educational researchers in a professional practice doctoral program. Studies in Higher Education. 47(6). 1069–1083. 10 indexed citations

Foulger, Teresa S., et al.. (2019). Predicting Teacher Candidates’ Future Use of Technology: Developing a Survey using the Theory of Planned Behavior. Society for Information Technology & Teacher Education International Conference. 2431–2437. 1 indexed citations

Buss, Ray R.. (2018). How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program. SHILAP Revista de lepidopterología. 3(2). 6 indexed citations

Buss, Ray R., et al.. (2017). Assessing a Technology Infusion Approach in a Teacher Preparation Program.. 13(1). 33–44. 4 indexed citations

Foulger, Teresa S., et al.. (2016). Using TPACK as a Professional Development Framework:Benefits, Limitations, and Exploration of Other Possible Frames. Society for Information Technology & Teacher Education International Conference. 2016(1). 2842–2849. 1 indexed citations

Foulger, Teresa S., et al.. (2015). Nudging Tech Infusion into Student Teaching: Determining Institutional Readiness for Large-Scale, Site-Based, Professional Development. Society for Information Technology & Teacher Education International Conference. 2015(1). 27–32. 1 indexed citations

Zambo, Debby, Ray R. Buss, & Ron Zambo. (2013). Uncovering the identities of students and graduates in a CPED-influenced EdD program. Studies in Higher Education. 40(2). 233–252. 27 indexed citations

10.

Wetzel, Keith, et al.. (2003). Measuring the Integration of Technology Through Observation. Society for Information Technology & Teacher Education International Conference. 2003(1). 3933–3936. 4 indexed citations

11.

Zambo, Ron, Ray R. Buss, & Keith Wetzel. (2001). Technology Integration in K-12 Classrooms: Evaluating Teachers’ Dispositions, Knowledge, and Abilities. Society for Information Technology & Teacher Education International Conference. 2001(1). 2165–2169. 6 indexed citations

12.

Wetzel, Keith, et al.. (2001). Preservice and Inservice Teachers Collaborate To Integrate Technology into K-8 Classrooms. Society for Information Technology & Teacher Education International Conference. 2001(1). 1858–1863. 3 indexed citations

13.

Rillero, Peter, et al.. (2001). Enhancing Motivation and Teaching Efficacy Through Web Page Publishing. The Electronic Journal of Science Education. 5(4). 1–5. 4 indexed citations

14.

Zambo, Ron, Ray R. Buss, & Keith Wetzel. (1999). Professional Development for Transformative Teaching with Technology in K-8 Classrooms. Society for Information Technology & Teacher Education International Conference. 1999(1). 1713–1717. 2 indexed citations

15.

Wetzel, Keith, et al.. (1999). Science integrated with Mathematics using Language Arts and technology: A Model for Collaborative Professional Development. 18(2). 157–172. 3 indexed citations

16.

Buss, Ray R.. (1995). An Evaluation of Project EXCEL Teacher Inservice Program. Society for Information Technology & Teacher Education International Conference. 1995(1). 343–347. 1 indexed citations

17.

Mathews, Robert C., Ray R. Buss, William B. Stanley, Fredda Blanchard–Fields, & et al. (1989). Role of implicit and explicit processes in learning from examples: A synergistic effect.. Journal of Experimental Psychology Learning Memory and Cognition. 15(6). 1083–1100. 60 indexed citations

18.

Mathews, Robert C., et al.. (1989). Role of implicit and explicit processes in learning from examples: A synergistic effect.. Journal of Experimental Psychology Learning Memory and Cognition. 15(6). 1083–1100. 330 indexed citations

19.

Carey, Michael P., et al.. (1986). Relationship of activity to depression in adolescents: Development of the Adolescent Activities Checklist.. Journal of Consulting and Clinical Psychology. 54(3). 320–322. 4 indexed citations

20.

Yussen, Steven R., Seth Kunen, & Ray R. Buss. (1975). The Distinction between Perceiving and Memorizing in the Presence of Category Cues. Child Development. 46(3). 763–763. 7 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.

Explore authors with similar magnitude of impact