Robert F. Cavanagh

634 total citations
24 papers, 389 citations indexed

About

Robert F. Cavanagh is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Robert F. Cavanagh has authored 24 papers receiving a total of 389 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 4 papers in Developmental and Educational Psychology and 2 papers in Experimental and Cognitive Psychology. Recurrent topics in Robert F. Cavanagh's work include Educational Environments and Student Outcomes (7 papers), Flow Experience in Various Fields (3 papers) and Parental Involvement in Education (3 papers). Robert F. Cavanagh is often cited by papers focused on Educational Environments and Student Outcomes (7 papers), Flow Experience in Various Fields (3 papers) and Parental Involvement in Education (3 papers). Robert F. Cavanagh collaborates with scholars based in Australia, United States and Canada. Robert F. Cavanagh's co-authors include Russell Waugh, Stephen M. Tonks, Sean Kelly, Suparna Sinha, David J. Shernoff, Matthew J. Koehler, Allen G. Harbaugh, Geoffrey J. Giddings, William Fisher and Julia Johnson and has published in prestigious journals such as Australasian Journal of Paramedicine, Learning and Instruction and International Journal of Science Education.

In The Last Decade

Robert F. Cavanagh

21 papers receiving 335 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Robert F. Cavanagh Australia 10 272 87 50 49 39 24 389
S. Michael Putman United States 11 347 1.3× 106 1.2× 44 0.9× 48 1.0× 17 0.4× 27 438
Sherria Hoskins United Kingdom 7 256 0.9× 74 0.9× 26 0.5× 52 1.1× 49 1.3× 11 375
Gerry Shiel Ireland 10 278 1.0× 127 1.5× 39 0.8× 26 0.5× 34 0.9× 50 384
Sibel Kaya Türkiye 12 292 1.1× 109 1.3× 32 0.6× 53 1.1× 48 1.2× 43 383
Sirkku Kupiainen Finland 8 213 0.8× 108 1.2× 26 0.5× 46 0.9× 84 2.2× 28 353
Ali Murat Sünbül Türkiye 10 227 0.8× 54 0.6× 60 1.2× 60 1.2× 26 0.7× 25 381
Monica Rosén Sweden 14 321 1.2× 141 1.6× 27 0.5× 26 0.5× 52 1.3× 32 457
Sari Sulkunen Finland 8 274 1.0× 131 1.5× 56 1.1× 31 0.6× 38 1.0× 26 398
Anne Hogaboam‐Gray Canada 16 608 2.2× 151 1.7× 50 1.0× 66 1.3× 26 0.7× 19 705
Rohaida Mohd Saat Malaysia 13 348 1.3× 70 0.8× 57 1.1× 20 0.4× 29 0.7× 47 489

Countries citing papers authored by Robert F. Cavanagh

Since Specialization
Citations

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

Fields of papers citing papers by Robert F. Cavanagh

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Robert F. Cavanagh. 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 Robert F. Cavanagh. The network helps show where Robert F. Cavanagh may publish in the future.

Co-authorship network of co-authors of Robert F. Cavanagh

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

All Works

20 of 20 papers shown
1.
Cavanagh, Robert F. & William Fisher. (2018). The science in human science research: The case for Rasch measurement in learning environment research. Journal of Physics Conference Series. 1065. 72010–72010. 2 indexed citations
2.
Shernoff, David J., et al.. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction. 43. 52–60. 169 indexed citations
3.
Cavanagh, Robert F.. (2015). A unified model of student engagement in classroom learning and classroom learning environment: one measure and one underlying construct. Learning Environments Research. 18(3). 349–361. 11 indexed citations
4.
Johnson, Julia, Genevieve Marie Johnson, & Robert F. Cavanagh. (2012). Rough Sets for Mining Educational Data. eSpace (Curtin University). 3. 1–4. 1 indexed citations
5.
Harbaugh, Allen G. & Robert F. Cavanagh. (2012). Associations between the classroom learning environment and student engagement in learning 2: A structural equation modeling approach. Murdoch Research Repository (Murdoch University). 3 indexed citations
6.
Harbaugh, Allen G. & Robert F. Cavanagh. (2012). Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modelling Approach. eSpace (Curtin University). 1–10. 5 indexed citations
7.
Cavanagh, Robert F., et al.. (2011). Applications of Rasch Measurement in Learning Environments Research. SensePublishers eBooks. 28 indexed citations
8.
Cavanagh, Robert F., et al.. (2007). Rating scale instruments and measurement. Learning Environments Research. 9(3). 273–289. 22 indexed citations
9.
Cavanagh, Robert F., et al.. (2005). Pedagogic Leadership: Refocusing on Learning and Teaching.. 9(2). 20 indexed citations
10.
Cavanagh, Robert F., et al.. (2005). Parent views of involvement in their child's education: A Rasch model analysis. 2–15. 3 indexed citations
11.
Cavanagh, Robert F., et al.. (2004). Understanding what principals value about leadership, teaching and learning: A philosophical approach. eSpace (Curtin University). 1–11. 2 indexed citations
12.
Cavanagh, Robert F., et al.. (2004). Information and communication technology learning in the classroom: The influence of students, the class-group, teachers and the home. 3 indexed citations
13.
Cavanagh, Robert F., et al.. (2004). DEVELOPMENT OF A RASCH MODEL SCALE TO MEASURE TEACHER OBSERVATIONS OF HOW PRINCIPALS LEAD THE SCHOOL PEDAGOGY.
14.
Cavanagh, Robert F., et al.. (2003). APPLICATION OF RASCH MODEL AND TRADITIONAL STATISTICS TO DEVELOP A MEASURE OF PRIMARY SCHOOL CLASSROOM LEARNING CULTURE. 4 indexed citations
15.
Cavanagh, Robert F., et al.. (2003). DEVELOPMENT OF A RASCH MODEL SCALE TO MEASURE STUDENT INFORMATION AND COMMUNICATION TECHNOLOGY LEARNING SELF-REPORTED OUTCOMES, BEHAVIOURS AND ATTITUDES. 3 indexed citations
16.
Cavanagh, Robert F., et al.. (2003). Pedagogic principal leadership. Management in Education. 17(4). 14–17. 14 indexed citations
17.
Waugh, Russell & Robert F. Cavanagh. (2002). Measuring Parent Receptivity towards the Classroom Environment Using the "Rasch" Measurement Model. Australasian Journal of Paramedicine. 5(3). 329–352. 12 indexed citations
18.
Cavanagh, Robert F., et al.. (1998). The Development, Maintenance and Transformation of School Culture.. 15 indexed citations
19.
Cavanagh, Robert F., et al.. (1997). The influence of students’ cognitive preferences on the selection of science and mathematics subjects. International Journal of Science Education. 19(4). 481–490. 5 indexed citations
20.
Cavanagh, Robert F.. (1995). Devolution from the perspective of school culture. 17(4). 8.

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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