Raymond Flores

504 total citations
23 papers, 321 citations indexed

About

Raymond Flores is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Raymond Flores has authored 23 papers receiving a total of 321 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Raymond Flores's work include Online and Blended Learning (7 papers), Visual and Cognitive Learning Processes (5 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Raymond Flores is often cited by papers focused on Online and Blended Learning (7 papers), Visual and Cognitive Learning Processes (5 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Raymond Flores collaborates with scholars based in United States, Italy and South Korea. Raymond Flores's co-authors include Fethi A. Inan, Steven M. Crooks, Jongpil Cheon, Daniel G. Krutka, Erman Yükseltürk, Jian Wang, Michael M. Grant, Deborah J. Morton, Ismahan Arslan‐Ari and Sunyoung Han and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Journal of Public Health and Computers in Human Behavior.

In The Last Decade

Raymond Flores

21 papers receiving 299 citations

Peers

Raymond Flores

EDUCA

ECP

DEP

SPS

Ryan Brown United States

Meng Sun China

Jens Fleischer Germany

Carlos Saiz Spain

Evelyn J. Sowell United States

Jamaal Young United States

Hava E. Vidergor Israel

David A. Sousa United States

Joshua A. Cuevas United States

Eugene Kowch Canada

Ryan Brown United States

Raymond Flores

217 ×1.1

EDUCA

40 ×0.4

ECP

76 ×0.8

DEP

32 ×0.7

16 ×0.4

SPS

Citations per year, relative to Raymond Flores Raymond Flores (= 1×) peers Ryan Brown

Countries citing papers authored by Raymond Flores

Since Specialization

Citations

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

Fields of papers citing papers by Raymond Flores

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Raymond Flores. 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 Raymond Flores. The network helps show where Raymond Flores may publish in the future.

Co-authorship network of co-authors of Raymond Flores

This figure shows the co-authorship network connecting the top 25 collaborators of Raymond Flores. A scholar is included among the top collaborators of Raymond Flores 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 Raymond Flores. Raymond Flores 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

Flores, Raymond, et al.. (2022). Measuring pre-service elementary teachers’ geometry knowledge for teaching 2-dimensional shapes. Eurasia Journal of Mathematics Science and Technology Education. 18(8). em2137–em2137.

Flores, Raymond, et al.. (2021). Developing a questionnaire to measure preservice elementary teachers’ emotions for teaching science and mathematics. International Journal of Science Education. 43(18). 2911–2935. 2 indexed citations

Flores, Raymond, et al.. (2020). Examining the influence of van Hiele theory-based instructional activities on elementary preservice teachers’ geometry knowledge for teaching 2-D shapes. Teaching and Teacher Education. 91. 103038–103038. 25 indexed citations

Flores, Raymond, et al.. (2020). Informal Formative Assessment Conversations in Mathematics: Focusing on Preservice Teachers’ Initiation, Response and Follow-up Sequences in the Classroom. Eurasia Journal of Mathematics Science and Technology Education. 16(10). em1884–em1884. 10 indexed citations

Wang, Jian, et al.. (2020). Using Schema-Based Diagrams to Represent and Solve Word Problems: Relationship between Elementary Preservice Teachers’ Knowledge and Demonstration. Action in Teacher Education. 43(1). 20–36.

Flores, Raymond, et al.. (2018). Comparison of algorithmic and multiple-representation integrated instruction for teaching fractions, decimals, and percent. Investigations in Mathematics Learning. 11(4). 231–244. 7 indexed citations

Inan, Fethi A., et al.. (2017). The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course. International journal on e-learning. 16(1). 23–32. 34 indexed citations

Flores, Raymond, et al.. (2015). Multiple representation instruction first versus traditional algorithmic instruction first: Impact in middle school mathematics classrooms. Educational Studies in Mathematics. 89(2). 267–281. 9 indexed citations

Flores, Raymond & Fethi A. Inan. (2014). Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes. The Journal of Interactive Learning Research. 25(4). 467–485. 4 indexed citations

10.

Flores, Raymond, et al.. (2014). From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form. Holmes Museum Of Anthropology (Wichita State University). 22(4). 401–421. 2 indexed citations

11.

Krutka, Daniel G., et al.. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education. 40. 83–93. 59 indexed citations

12.

Flores, Raymond, et al.. (2014). The effects of verbally redundant information on student learning: An instance of reverse redundancy. Computers & Education. 76. 199–204. 20 indexed citations

13.

Flores, Raymond, Fethi A. Inan, & Zhangxi Lin. (2013). How do the Different Types of Computer Use Affect Math Achievement. Journal of Computers in Mathematics and Science Teaching. 32(1). 67–87. 1 indexed citations

14.

Inan, Fethi A., et al.. (2013). The reverse modality effect: Examining student learning from interactive computer‐based instruction. British Journal of Educational Technology. 46(1). 123–130. 17 indexed citations

15.

Flores, Raymond, et al.. (2012). The Impact of Adapting Content for Students with Individual Differences. Educational Technology & Society. 15(3). 251–261. 11 indexed citations

16.

Crooks, Steven M., et al.. (2012). Examining the Effect of Gender and Presentation Mode on Learning from a Multimedia Presentation. SHILAP Revista de lepidopterología. 48–69. 7 indexed citations

17.

Crooks, Steven M., et al.. (2012). Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect. Computers in Human Behavior. 28(3). 1063–1071. 54 indexed citations

18.

Cheon, Jongpil, et al.. (2011). Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction. Journal of educational multimedia and hypermedia. 20(2). 117–133. 3 indexed citations

19.

Inan, Fethi A., et al.. (2011). Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment. The Journal of Interactive Learning Research. 22(4). 467–489. 1 indexed citations

20.

Inan, Fethi A., Raymond Flores, & Michael M. Grant. (2010). Perspectives on the Design and Evaluation of Adaptive Web Based Learning Environments. Contemporary Educational Technology. 1(2). 12 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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