Sandra Acosta

708 total citations
25 papers, 478 citations indexed

About

Sandra Acosta is a scholar working on Education, General Health Professions and Computer Networks and Communications. According to data from OpenAlex, Sandra Acosta has authored 25 papers receiving a total of 478 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 7 papers in General Health Professions and 3 papers in Computer Networks and Communications. Recurrent topics in Sandra Acosta's work include Parental Involvement in Education (5 papers), Teacher Education and Leadership Studies (5 papers) and Health Literacy and Information Accessibility (5 papers). Sandra Acosta is often cited by papers focused on Parental Involvement in Education (5 papers), Teacher Education and Leadership Studies (5 papers) and Health Literacy and Information Accessibility (5 papers). Sandra Acosta collaborates with scholars based in United States, Taiwan and Chile. Sandra Acosta's co-authors include Hsien‐Yuan Hsu, Xuewei Chen, Patricia Goodson, Adam E. Barry, Oi‐Man Kwok, Jaung‐Geng Lin, Heather Honoré Goltz, Tiberio Garza, Heather Davis and Sharolyn D. Pollard‐Durodola and has published in prestigious journals such as Educational Psychology Review, Educational and Psychological Measurement and Multivariate Behavioral Research.

In The Last Decade

Sandra Acosta

23 papers receiving 451 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sandra Acosta United States 12 202 90 63 62 49 25 478
Christoph König Germany 9 210 1.0× 64 0.7× 79 1.3× 53 0.9× 53 1.1× 19 547
Antony Fielding United Kingdom 14 170 0.8× 43 0.5× 69 1.1× 115 1.9× 43 0.9× 25 544
Nuri Doğan Türkiye 12 172 0.9× 65 0.7× 73 1.2× 130 2.1× 25 0.5× 92 490
Klara Bolander Laksov Sweden 17 372 1.8× 151 1.7× 34 0.5× 35 0.6× 46 0.9× 63 803
Hamzeh Dodeen United Arab Emirates 15 226 1.1× 42 0.5× 121 1.9× 64 1.0× 59 1.2× 37 574
Chi Chang United States 11 177 0.9× 32 0.4× 43 0.7× 60 1.0× 72 1.5× 20 456
Amy B. Dellinger United States 6 409 2.0× 128 1.4× 103 1.6× 92 1.5× 78 1.6× 11 738
Kristen L. Brezinski United States 5 113 0.6× 36 0.4× 55 0.9× 70 1.1× 92 1.9× 7 401
Gail H. Weems United States 8 85 0.4× 45 0.5× 89 1.4× 64 1.0× 40 0.8× 8 350
Wahyu Widhiarso Indonesia 10 472 2.3× 33 0.4× 75 1.2× 83 1.3× 110 2.2× 66 805

Countries citing papers authored by Sandra Acosta

Since Specialization
Citations

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

Fields of papers citing papers by Sandra Acosta

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sandra Acosta

This figure shows the co-authorship network connecting the top 25 collaborators of Sandra Acosta. A scholar is included among the top collaborators of Sandra Acosta 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 Sandra Acosta. Sandra Acosta 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.
Waxman, Hersholt C., et al.. (2024). STEM Teacher Professional Development Engagement and Self-Efficacy in Teaching Class with English Learners Context: A Hierarchical Linear Modeling from TALIS 2018. International Journal of Science and Mathematics Education. 23(6). 1707–1728.
2.
3.
Acosta, Sandra, et al.. (2024). Navigating the shift to online learning: student experiences of inclusivity, efficiency, and study efforts in Chile. Cogent Education. 11(1). 1 indexed citations
4.
Padrón, Yolanda N., et al.. (2023). How Do School Climate and Professional Development in Multicultural Education Impact Job Satisfaction and Teaching Efficacy for STEM Teachers of English Learners? A Path-Analysis. International Journal of Science and Mathematics Education. 22(2). 447–468. 10 indexed citations
5.
Acosta, Sandra, et al.. (2022). A Collaborative and Poetic Self-Study of Transformative Learning, Professional Identity, and Teaching in Academe. Studying Teacher Education. 19(2). 225–245. 2 indexed citations
6.
Acosta, Sandra, Tiberio Garza, Hsien‐Yuan Hsu, & Patricia Goodson. (2020). Assessing Quality in Systematic Literature Reviews: A Study of Novice Rater Training. SAGE Open. 10(3). 30 indexed citations
7.
Acosta, Sandra, Tiberio Garza, Hsien‐Yuan Hsu, et al.. (2019). The Accountability Culture: a Systematic Review of High-Stakes Testing and English Learners in the United States During No Child Left Behind. Educational Psychology Review. 32(2). 327–352. 16 indexed citations
8.
Hsu, Hsien‐Yuan, et al.. (2019). Investigating the Role of School-Based Extracurricular Activity Participation in Adolescents’ Learning Outcomes: A Propensity Score Method. Journal of Education and Learning. 8(4). 8–8. 1 indexed citations
9.
Acosta, Sandra, Xuewei Chen, Heather Honoré Goltz, Patricia Goodson, & Yolanda N. Padrón. (2018). A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations. Urban Education. 56(9). 1576–1607. 7 indexed citations
10.
Chen, Xuewei, et al.. (2018). Assessing Health Literacy Among Chinese Speakers in the U.S. with Limited English Proficiency. HLRP Health Literacy Research and Practice. 2(2). e94–e106. 12 indexed citations
11.
Chen, Xuewei, Sandra Acosta, & Adam E. Barry. (2017). Machine or Human? Evaluating the Quality of a Language Translation Mobile App for Diabetes Education Material. JMIR Diabetes. 2(1). e13–e13. 24 indexed citations
12.
Chen, Xuewei, Sandra Acosta, & Adam E. Barry. (2016). Evaluating the Accuracy of Google Translate for Diabetes Education Material. JMIR Diabetes. 1(1). e3–e3. 52 indexed citations
13.
Hsu, Hsien‐Yuan, Oi‐Man Kwok, Jaung‐Geng Lin, & Sandra Acosta. (2015). Detecting Misspecified Multilevel Structural Equation Models with Common Fit Indices: A Monte Carlo Study. Multivariate Behavioral Research. 50(2). 197–215. 78 indexed citations
14.
Chen, Xuewei, Patricia Goodson, & Sandra Acosta. (2015). Blending Health Literacy With an English as a Second Language Curriculum: A Systematic Literature Review. Journal of Health Communication. 20(sup2). 101–111. 23 indexed citations
15.
Goltz, Heather Honoré & Sandra Acosta. (2015). A Rare Family: Exploring Genetic Literacy in an Online Support Group. Journal of Family Strengths. 15(2). 3 indexed citations
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17.
Garza, Tiberio, Sandra Acosta, & Hsien‐Yuan Hsu. (2013). Evaluating a Systematic Review Rating Scale: The Methodological Quality Questionnaire. PsycEXTRA Dataset. 1 indexed citations
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Acosta, Sandra & Tiberio Garza. (2011). The Podcasting Playbook: A Typology of Evidence-Based Podagogy for PreK-12 Classrooms with English Language Learners. Research in the schools. 18(2). 40–57. 9 indexed citations
20.
Acosta, Sandra & Heather Honoré Goltz. (2011). Theory in Health Promotion Research and Practice: Thinking outside the Box. Patricia Goodson. Boston, MA: Jones and Bartlett. 2010. 245, pp. $78.95.. Educational Studies. 47(6). 583–588. 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.

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2026