Rubén Garza

622 total citations
26 papers, 315 citations indexed

About

Rubén Garza is a scholar working on Education, General Agricultural and Biological Sciences and Social Psychology. According to data from OpenAlex, Rubén Garza has authored 26 papers receiving a total of 315 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 6 papers in General Agricultural and Biological Sciences and 5 papers in Social Psychology. Recurrent topics in Rubén Garza's work include Teacher Education and Leadership Studies (16 papers), Diverse Educational Innovations Studies (6 papers) and Collaborative Teaching and Inclusion (6 papers). Rubén Garza is often cited by papers focused on Teacher Education and Leadership Studies (16 papers), Diverse Educational Innovations Studies (6 papers) and Collaborative Teaching and Inclusion (6 papers). Rubén Garza collaborates with scholars based in United States and Russia. Rubén Garza's co-authors include Lori Czop Assaf, Shaunna Smith, Rod A. Harter, Martha N. Ovando, Timothy P. Mottet, Steven A. Beebe, Marian L. Houser, Kathryn Lee, null null and James P. Van Overschelde and has published in prestigious journals such as SHILAP Revista de lepidopterología, Communication Education and Urban Education.

In The Last Decade

Rubén Garza

26 papers receiving 271 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Rubén Garza United States	9	279	57	56	26	15	26	315
Melek Çakmak Türkiye	9	308 1.1×	30 0.5×	42 0.8×	45 1.7×	9 0.6×	34	361
Darlene Ciuffetelli Parker Canada	9	238 0.9×	56 1.0×	25 0.4×	46 1.8×	8 0.5×	23	287
Mari Koerner United States	7	275 1.0×	48 0.8×	30 0.5×	33 1.3×	8 0.5×	15	326
Terry James United States	6	235 0.8×	31 0.5×	39 0.7×	42 1.6×	8 0.5×	21	290
Neville John Ellis Australia	8	210 0.8×	25 0.4×	34 0.6×	48 1.8×	7 0.5×	19	261
Harri Pitkäniemi Finland	8	204 0.7×	46 0.8×	32 0.6×	35 1.3×	3 0.2×	24	263
Stavroula Kaldi Greece	8	252 0.9×	22 0.4×	33 0.6×	45 1.7×	19 1.3×	16	308
Julie S. Long Canada	3	247 0.9×	22 0.4×	59 1.1×	39 1.5×	21 1.4×	4	285
Saba Khan Vlach United States	9	254 0.9×	76 1.3×	32 0.6×	56 2.2×	6 0.4×	18	302
Janine Certo United States	10	226 0.8×	23 0.4×	30 0.5×	49 1.9×	20 1.3×	22	291

Countries citing papers authored by Rubén Garza

Since Specialization

Citations

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

Fields of papers citing papers by Rubén Garza

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rubén Garza

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

Garza, Rubén, et al.. (2019). Developing a Mentoring Framework Through the Examination of Mentoring Paradigms in a Teacher Residency Program. The Australian journal of teacher education. 44(3). 1–22. 19 indexed citations

Overschelde, James P. Van & Rubén Garza. (2019). Motivational and perceptual differences between Hispanic and White preservice teachers. Journal of Latinos and Education. 19(3). 277–293. 3 indexed citations

Garza, Rubén, et al.. (2018). Characterizing mentoring capital in a residency program through mentor’s voices. Mentoring & Tutoring Partnership in Learning. 26(2). 226–244. 6 indexed citations

Garza, Rubén, et al.. (2017). Fostering Preservice Teachers Development: Engagement in Practice and Learning. SHILAP Revista de lepidopterología. 7 indexed citations

Garza, Rubén, et al.. (2016). Aspiring School Leaders' Perceptions of the Walkthrough Observations.. The international journal of educational leadership preparation. 11(1). 4 indexed citations

Garza, Rubén, et al.. (2016). Transitioning from Student to Professional: Preservice Teachers' Perceptions. 19(2). 19–35. 6 indexed citations

Garza, Rubén, et al.. (2015). Mobile Device use in the Classroom: High School Students’ Experiences and Perceptions. 2015(1). 1592–1597. 1 indexed citations

Garza, Rubén & Rod A. Harter. (2014). Perspectives From Pre-Service Mathematics and Science Teachers in an Urban Residency Program. Education and Urban Society. 48(4). 403–420. 10 indexed citations

Garza, Rubén, et al.. (2014). Latino High School Students’ Perceptions of Caring: Keys to Success. Journal of Latinos and Education. 13(2). 134–151. 8 indexed citations

10.

Garza, Rubén, et al.. (2014). A year in the mentor's classroom. International Journal of Mentoring and Coaching in Education. 3(3). 219–236. 10 indexed citations

11.

Garza, Rubén, et al.. (2013). Preparing mathematics and science teachers through a residency program: perceptions and reflections. Teaching Education. 25(2). 202–216. 11 indexed citations

12.

Garza, Rubén, et al.. (2013). Preparing Secondary Stem Teachers for High-Need Schools: Challenges of an Urban Residency Program.. Teacher education & practice. 26(4). 721–738. 1 indexed citations

13.

Garza, Rubén. (2012). Initiating Opportunities to Enhance Preservice Teachers' Pedagogical Knowledge: Perceptions about Mentoring At-Risk Adolescents.. 8. 26–35. 3 indexed citations

14.

Garza, Rubén & Martha N. Ovando. (2012). Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges. Mentoring & Tutoring Partnership in Learning. 20(3). 343–360. 7 indexed citations

15.

Garza, Rubén. (2011). Transitioning to a Culturally Responsive Field-Based Model for Educator Preparation. 13. 49–68. 2 indexed citations

16.

Assaf, Lori Czop, et al.. (2010). Multicultural Teacher Education: Examining the Perceptions, Practices, and Coherence in One Teacher Preparation Program.. Teacher education quarterly (Claremont, Calif.). 37(2). 115–135. 37 indexed citations

17.

Garza, Rubén, Gail Ryser, Kathryn Lee, & null null. (2009). Illuminating Adolescent Voices: Identifying High School Students’ Perceptions of Teacher Caring. Academic Leadership The Online Journal. 8 indexed citations

18.

Garza, Rubén, Alfredo Ramı́rez, & Martha N. Ovando. (2009). Experienced Teachers' Voices: What Motivates Them to Mentor?.. The international journal of educational leadership preparation. 4(4). 2 indexed citations

19.

Lee, Kathryn, et al.. (2009). Effects of Case-Based Learning on Preservice Secondary Teachers’ Multicultural Attitudes: A Mixed Methods Study. Academic Leadership The Online Journal. 2 indexed citations

20.

Mottet, Timothy P., et al.. (2008). Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science. Communication Education. 57(3). 333–355. 28 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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