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.
Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education
This map shows the geographic impact of Robert Rueda'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 Rueda with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert Rueda more than expected).
This network shows the impact of papers produced by Robert Rueda. 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 Rueda. The network helps show where Robert Rueda may publish in the future.
Co-authorship network of co-authors of Robert Rueda
This figure shows the co-authorship network connecting the top 25 collaborators of Robert Rueda.
A scholar is included among the top collaborators of Robert Rueda 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 Rueda. Robert Rueda is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Rueda, Robert, et al.. (2013). Developing Scholarly Practitioners: Lessons from a Decade-Long Experiment.. Planning and changing. 44. 252–265.2 indexed citations
3.
Rueda, Robert & Jamy Stillman. (2012). The 21st Century Teacher. Journal of Teacher Education. 63(4). 245–253.36 indexed citations
4.
Gallagher, Karen S., Rodney K. Goodyear, Dominic J. Brewer, & Robert Rueda. (2011). Urban Education: A Model for Leadership and Policy.. 271–282.23 indexed citations
5.
Hayes, Katherine, et al.. (2009). Scaffolding Language, Literacy, and Academic Content in English and Spanish: The Linguistic Highway from Mesoamerica to Southern California.. English Teaching-practice and Critique. 8(2). 137–166.5 indexed citations
6.
Morrow, Lesley Mandel, Robert Rueda, & Diane Lapp. (2009). Handbook of Research on Literacy and Diversity..11 indexed citations
Rueda, Robert, et al.. (2004). Motivation to read: comparing teachers' perceptions of students' motivation with students' self-reported motivation: a pilot study. International Conference of Learning Sciences. 443–448.4 indexed citations
Rueda, Robert, Lilia D. Monzó, & Angela E. Arzubiaga. (2003). Academic Instrumental Knowledge: Deconstructing Cultural Capital Theory for Strategic Intervention Approaches. SHILAP Revista de lepidopterología. 6.13 indexed citations
Arzubiaga, Angela E., Robert Rueda, & Lilia D. Monzó. (2002). Family Matters Related to the Reading Engagement of Latina/o Children. CIERA Report..1 indexed citations
15.
Rueda, Robert & Lilia D. Monzó. (2000). Apprenticeship for Teaching: Professional Development Issues Surrounding the Collaborative Relationship Between Teachers and Paraeducators. eScholarship (California Digital Library).6 indexed citations
Rueda, Robert, et al.. (1999). How Paraeducators Build Cultural Bridges in Divers Classrooms.. 3(2). 53–55.6 indexed citations
18.
Rueda, Robert, et al.. (1997). Do Portfolios Make a Difference for Diverse Students? The Influence of Type of Data on Making Instructional Decisions.. Learning Disabilities Research and Practice. 12(2). 114–122.7 indexed citations
Rueda, Robert, et al.. (1984). Persuasive Communication among Moderately Retarded and Nonretarded Children.. Education and training of the mentally retarded. 19(2).1 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.