This map shows the geographic impact of Sandra Katz'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 Katz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sandra Katz more than expected).
This network shows the impact of papers produced by Sandra Katz. 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 Katz. The network helps show where Sandra Katz may publish in the future.
Co-authorship network of co-authors of Sandra Katz
This figure shows the co-authorship network connecting the top 25 collaborators of Sandra Katz.
A scholar is included among the top collaborators of Sandra Katz 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 Katz. Sandra Katz is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Chounta, Irene‐Angelica, et al.. (2017). Modeling the Zone of Proximal Development with a Computational Approach.. Educational Data Mining.4 indexed citations
3.
Chounta, Irene‐Angelica, et al.. (2016). Analysis of Human-to-Human Tutorial Dialogues: Insights for Teaching Analytics.. 9–17.2 indexed citations
Katz, Sandra, et al.. (2013). A Tutoring System That Simulates the Highly Interactive Nature of Human Tutoring. Grantee Submission. 105(4). 1126–1141.7 indexed citations
9.
Jordan, Pamela, et al.. (2013). Eliciting student explanations during tutorial dialogue for the purpose of providing formative feedback..3 indexed citations
Litman, Diane, et al.. (2011). Predicting Changes in Level of Abstraction in Tutor Responses to Students. D-Scholarship@Pitt (University of Pittsburgh).3 indexed citations
13.
Katz, Sandra, Pamela Jordan, & Diane Litman. (2011). Rimac: A Natural-Language Dialogue System that Engages Students in Deep Reasoning Dialogues about Physics.. Society for Research on Educational Effectiveness.1 indexed citations
14.
Eugenio, Barbara Di, et al.. (2010). KSC-PaL: A Peer Learning Agent that Encourages Students to take the Initiative. North American Chapter of the Association for Computational Linguistics. 17–20.4 indexed citations
15.
Eugenio, Barbara Di, et al.. (2009). KSC-PaL. 55–63.10 indexed citations
Katz, Sandra, et al.. (2005). When Should Dialogues in a Scaffolded Learning System Take Place. EdMedia: World Conference on Educational Media and Technology. 2005(1). 2850–2855.2 indexed citations
19.
Katz, Sandra, David Allbritton, John M. Aronis, Christine Brown Wilson, & Mary Lou Soffa. (2004). Increasing diversity in the information technology workforce: implications from a study of factors that predict achievement in CS. International Conference of Learning Sciences. 612–612.1 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.