Sandra Gilabert

732 total citations
11 papers, 519 citations indexed

About

Sandra Gilabert is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Sandra Gilabert has authored 11 papers receiving a total of 519 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 6 papers in Developmental and Educational Psychology and 2 papers in Statistics and Probability. Recurrent topics in Sandra Gilabert's work include Educational Strategies and Epistemologies (6 papers), Innovative Teaching and Learning Methods (6 papers) and Education and Critical Thinking Development (5 papers). Sandra Gilabert is often cited by papers focused on Educational Strategies and Epistemologies (6 papers), Innovative Teaching and Learning Methods (6 papers) and Education and Critical Thinking Development (5 papers). Sandra Gilabert collaborates with scholars based in Spain, United States and United Kingdom. Sandra Gilabert's co-authors include Mercè García-Milà, Mark Felton, Chrysi Rapanta, Sibel Erduran, Eduardo Martí, Núria Castells, Ana Inés Renta Davids and Ana Remesal and has published in prestigious journals such as Review of Educational Research, Sustainability and Science Education.

In The Last Decade

Sandra Gilabert

11 papers receiving 481 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 Gilabert Spain 9 389 289 48 46 43 11 519
Marjolein Deunk Netherlands 9 332 0.9× 159 0.6× 25 0.5× 36 0.8× 29 0.7× 30 467
Wanda B. Hedrick United States 11 267 0.7× 257 0.9× 57 1.2× 25 0.5× 44 1.0× 26 413
Fiona Maine United Kingdom 10 314 0.8× 194 0.7× 46 1.0× 41 0.9× 87 2.0× 24 468
Birgit Heppt Germany 11 200 0.5× 158 0.5× 34 0.7× 21 0.5× 39 0.9× 27 345
Terry Salinger United States 7 255 0.7× 250 0.9× 37 0.8× 22 0.5× 33 0.8× 19 373
Sherry Kragler United States 11 251 0.6× 154 0.5× 24 0.5× 35 0.8× 30 0.7× 21 320
Misty Sailors United States 12 423 1.1× 243 0.8× 59 1.2× 26 0.6× 113 2.6× 43 545
Mabel O. Rivera United States 9 237 0.6× 225 0.8× 23 0.5× 17 0.4× 55 1.3× 18 391
Roya Q. Scales United States 9 357 0.9× 113 0.4× 58 1.2× 22 0.5× 71 1.7× 25 426
Selma Leitão Brazil 8 302 0.8× 254 0.9× 71 1.5× 40 0.9× 98 2.3× 23 451

Countries citing papers authored by Sandra Gilabert

Since Specialization
Citations

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

Fields of papers citing papers by Sandra Gilabert

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sandra Gilabert

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

All Works

11 of 11 papers shown
1.
Davids, Ana Inés Renta, et al.. (2022). Teaching motivation, learning approaches, and academic success among prospective teachers in Catalonia (Spain). Teachers and Teaching. 29(2). 195–219. 2 indexed citations
2.
García-Milà, Mercè, et al.. (2021). Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels. Sustainability. 13(11). 6410–6410. 8 indexed citations
3.
Gilabert, Sandra, et al.. (2018). ¿Qué Opinan los Maestros sobre las Competencias de Liderazgo Escolar y sobre su Formación Inicial?. REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación. 3(16). 29–48. 19 indexed citations
4.
Felton, Mark, et al.. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building. British Journal of Educational Psychology. 85(3). 372–386. 84 indexed citations
5.
García-Milà, Mercè, et al.. (2014). Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable. Mathematical Thinking and Learning. 16(3). 201–233. 10 indexed citations
6.
García-Milà, Mercè, Sandra Gilabert, Sibel Erduran, & Mark Felton. (2013). The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse. Science Education. 97(4). 497–523. 114 indexed citations
7.
Rapanta, Chrysi, Mercè García-Milà, & Sandra Gilabert. (2013). What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education. Review of Educational Research. 83(4). 483–520. 136 indexed citations
8.
Gilabert, Sandra, Mercè García-Milà, & Mark Felton. (2012). The Effect of Task Instructions on Students’ Use of Repetition in Argumentative Discourse. International Journal of Science Education. 35(17). 2857–2878. 29 indexed citations
9.
García-Milà, Mercè, et al.. (2011). El cambio estratégico en la adquisición del conocimiento: la metodología microgenética. Journal for the Study of Education and Development Infancia y Aprendizaje. 34(2). 169–180. 4 indexed citations
10.
Martí, Eduardo, et al.. (2010). Niveles de comprensión de las tablas en alumnos de primaria y secundaria. Culture and Education. 22(2). 183–197. 29 indexed citations
11.
Felton, Mark, Mercè García-Milà, & Sandra Gilabert. (2009). Deliberation versus Dispute: The Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom. Informal Logic. 29(4). 417–417. 84 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