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.
Countries citing papers authored by Robert Maribe Branch
Since
Specialization
Citations
This map shows the geographic impact of Robert Maribe Branch'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 Maribe Branch with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert Maribe Branch more than expected).
Fields of papers citing papers by Robert Maribe Branch
This network shows the impact of papers produced by Robert Maribe Branch. 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 Maribe Branch. The network helps show where Robert Maribe Branch may publish in the future.
Co-authorship network of co-authors of Robert Maribe Branch
This figure shows the co-authorship network connecting the top 25 collaborators of Robert Maribe Branch.
A scholar is included among the top collaborators of Robert Maribe Branch 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 Maribe Branch. Robert Maribe Branch is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Hakim, Amy, et al.. (2016). Teachers' Perceptions of Principals as Instructional Leaders and Student Academic Achievement in Elementary Schools. Journal of Marketing Management. 7(1). 1.
3.
Milman, Natalie B., Rhonda Christensen, J. Michael Spector, et al.. (2016). A Revised Replication Study Typology and A Call for Participation: Replication Studies involving Technology and Teacher Education. Society for Information Technology & Teacher Education International Conference. 2016(1). 1115–1119.2 indexed citations
Branch, Robert Maribe, et al.. (2015). Examining Differences in Middle School Student Achievement on a State Mandated Examination: Does a Full Year of Agriscience Really Make a Difference?. OpenSIUC (Southern Illinois University Carbondale). 8(1). 8.1 indexed citations
6.
Branch, Robert Maribe. (2014). Book reviews: "lnstructional technology and media for learning (11th edition)," Sharon E. Smaldino, Deborah L. Lowther, James D. Russell, and Clif Mims. Educational technology: The magazine for managers of change in education. 54(6). 60–61.1 indexed citations
7.
Branch, Robert Maribe, et al.. (2009). Incorporating Cultural Values into the ADDIE Approach to Instructional Design.. Educational Technology archive. 49(6). 4–8.1 indexed citations
8.
Branch, Robert Maribe, et al.. (2008). Augmenting the ADDIE paradigm for instructional design. Educational Technology archive. 48(6). 16–19.2 indexed citations
9.
Branch, Robert Maribe. (2005). Technology and the African-American Experience: Needs and Opportunities for Study. The Journal of Negro Education. 74(4). 383.2 indexed citations
10.
Grant, Michael M. & Robert Maribe Branch. (2005). Project-Based Learning In a Middle School. Journal of Research on Technology in Education. 38(1). 65–98.69 indexed citations
11.
Koh, Myung Hwa & Robert Maribe Branch. (2005). Online Learning Environments: A Report of an Instructional Design Case Event.. 2004(1).3 indexed citations
Branch, Robert Maribe, et al.. (2003). The Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers and an Exploration of User Behavior. The Journal of Technology and Teacher Education. 11(1). 21–51.14 indexed citations
Branch, Robert Maribe. (1997). Educational Technology Frameworks that Facilitate Culturally Pluralistic Instruction.. Educational Technology archive. 37(2). 38–41.34 indexed citations
17.
Branch, Robert Maribe. (1994). Common Instructional Design Practices Employed by Secondary School Teachers. Educational Technology archive. 34(3). 25–34.8 indexed citations
18.
Branch, Robert Maribe. (1992). Strategies for Incorporating Cultural Pluralism into Teaching from an Instructional Design Perspective.. 19(4). 22–26.1 indexed citations
19.
Branch, Robert Maribe. (1991). Incorporating Cultural Diversity into Instruction.. 18(4). 20.3 indexed citations
20.
Branch, Robert Maribe. (1988). Evaluating Potential Instructional Technology and Design Professionals for Academic and Business Settings: Criteria for Decision-Making.. Educational Technology archive. 28(10). 34–37.10 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.