Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests
2008623 citationsHaya Ajjan, Richard Hartshorneprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Richard Hartshorne
Since
Specialization
Citations
This map shows the geographic impact of Richard Hartshorne'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 Richard Hartshorne with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Richard Hartshorne more than expected).
Fields of papers citing papers by Richard Hartshorne
This network shows the impact of papers produced by Richard Hartshorne. 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 Richard Hartshorne. The network helps show where Richard Hartshorne may publish in the future.
Co-authorship network of co-authors of Richard Hartshorne
This figure shows the co-authorship network connecting the top 25 collaborators of Richard Hartshorne.
A scholar is included among the top collaborators of Richard Hartshorne 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 Richard Hartshorne. Richard Hartshorne is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
DeMara, Ronald F., et al.. (2019). BLUESHIFT: Rebalancing Engineering Engagement, Integrity, and Learning Outcomes across an Electronically-Enabled Remediation Hierarchy. 10(1).3 indexed citations
Campbell, Laurie O., et al.. (2015). An Introductory Examination of Factors Influencing K-12 Teachers Perceptions and Use of Emerging Technological Tools in the Classroom. Society for Information Technology & Teacher Education International Conference. 2015(1). 2414–2416.1 indexed citations
7.
Hartshorne, Richard, et al.. (2011). Examining the Effectiveness of the Remote Observation of Graduate Interns. The Journal of Technology and Teacher Education. 19(4). 395–422.4 indexed citations
8.
Heafner, Tina L., et al.. (2011). Evaluating Modes of Teacher Preparation. Journal of Digital Learning in Teacher Education. 27(4). 154–164.13 indexed citations
9.
Heafner, Tina L., et al.. (2009). The Remote Observation of Graduate Interns: Sharing Lessons From the Field. Society for Information Technology & Teacher Education International Conference. 2009(1). 1198–1201.1 indexed citations
10.
Heafner, Tina L., et al.. (2009). Examining a Pilot Program for the Remote Observation of Graduate Interns. Society for Information Technology & Teacher Education International Conference. 2009(1). 2658–2660.2 indexed citations
11.
Hartshorne, Richard & Haya Ajjan. (2008). Examining factors that influence faculty decisions to adopt Web 2.0 technologies. Society for Information Technology & Teacher Education International Conference. 2008(1). 4173–4173.1 indexed citations
12.
Hartshorne, Richard, Adam Friedman, Bob Algozzine, & Daljit Kaur. (2008). Analysis of Elementary School Web Sites. Educational Technology & Society. 11(1). 291–303.17 indexed citations
13.
Hartshorne, Richard, et al.. (2006). Secondary Schools Online: Are High School Web Sites Effective?. American secondary education. 34(2). 50–66.8 indexed citations
14.
Hartshorne, Richard. (2004). Preparing Preservice and Inservice Teachers with Technology: An Examination of Types of School-University Collaborations. Society for Information Technology & Teacher Education International Conference. 2004(1). 2235–2240.1 indexed citations
15.
Ferdig, Richard E., et al.. (2003). Thoughtful Creation of Online Course Content: Implications of SCORM for Educators. Academic exchange quarterly. 7(1). 158–163.2 indexed citations
Hartshorne, Richard & John R. Borchert. (1988). Glenn T. Trewartha, 1896–1984. Annals of the Association of American Geographers. 78(4). 728–735.2 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.