Sandra M. Loughlin

976 total citations · 1 hit paper
11 papers, 659 citations indexed

About

Sandra M. Loughlin is a scholar working on Education, Developmental and Educational Psychology and Visual Arts and Performing Arts. According to data from OpenAlex, Sandra M. Loughlin has authored 11 papers receiving a total of 659 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 5 papers in Developmental and Educational Psychology and 3 papers in Visual Arts and Performing Arts. Recurrent topics in Sandra M. Loughlin's work include Educational Strategies and Epistemologies (5 papers), Innovative Teaching and Learning Methods (4 papers) and Online and Blended Learning (4 papers). Sandra M. Loughlin is often cited by papers focused on Educational Strategies and Epistemologies (5 papers), Innovative Teaching and Learning Methods (4 papers) and Online and Blended Learning (4 papers). Sandra M. Loughlin collaborates with scholars based in United States and New Zealand. Sandra M. Loughlin's co-authors include Daniel L. Dinsmore, Patricia A. Alexander, Patricia A. Alexander, Emily M. Grossnickle, Alida Anderson, Fielding I. Winters, Meghan M. Parkinson, Lauren M. Singer, Stephanie Doyle and Peter Baggetta and has published in prestigious journals such as Educational Psychology Review, Learning and Instruction and Cognition and Instruction.

In The Last Decade

Sandra M. Loughlin

10 papers receiving 606 citations

Hit Papers

align trajectories

What are hit papers?

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.

Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning

2008 539 citations Daniel L. Dinsmore, Patricia A. Alexander et al. Educational Psychology Review profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sandra M. Loughlin United States	9	473	366	91	80	59	11	659
Hans‐Peter Langfeldt Germany	4	482 1.0×	406 1.1×	104 1.1×	83 1.0×	49 0.8×	10	658
Evan J. Fishman United States	9	292 0.6×	376 1.0×	52 0.6×	80 1.0×	47 0.8×	11	553
Ya‐Fen Lo United States	10	286 0.6×	210 0.6×	70 0.8×	100 1.3×	32 0.5×	19	555
Pekka Salonen Finland	9	642 1.4×	575 1.6×	160 1.8×	104 1.3×	72 1.2×	11	883
Bruce C. Howard United States	10	680 1.4×	622 1.7×	94 1.0×	133 1.7×	81 1.4×	28	974
Xiongyi Liu United States	13	224 0.5×	605 1.7×	86 0.9×	49 0.6×	78 1.3×	32	823
Antonia Larraín Chile	16	252 0.5×	397 1.1×	105 1.2×	44 0.6×	33 0.6×	58	594
Marit S. Samuelstuen Norway	12	654 1.4×	467 1.3×	55 0.6×	124 1.6×	34 0.6×	16	761
Guy Trainin United States	12	524 1.1×	373 1.0×	38 0.4×	94 1.2×	34 0.6×	49	821
Christian Tarchi Italy	18	613 1.3×	579 1.6×	40 0.4×	106 1.3×	38 0.6×	68	971

Countries citing papers authored by Sandra M. Loughlin

Since Specialization

Citations

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

Fields of papers citing papers by Sandra M. Loughlin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sandra M. Loughlin

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

All Works

Sort: Min cites: Since: Top N: Style:

11 of 11 papers shown

1.

Donlan, Alice E., Sandra M. Loughlin, & Virginia L. Byrne. (2019). The Fearless Teaching Framework: A Model to Synthesize Foundational Education Research for University Instructors. To improve the academy. 38(1). 33–49. 4 indexed citations

2.

Loughlin, Sandra M., Emily M. Grossnickle, Daniel L. Dinsmore, & Patricia A. Alexander. (2015). “Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes. Cognition and Instruction. 33(3). 257–293. 13 indexed citations

3.

Singer, Lauren M., et al.. (2015). Prior Knowledge Activation in Design and in Practice. 64(1). 478–497. 17 indexed citations

4.

Dinsmore, Daniel L., Sandra M. Loughlin, Meghan M. Parkinson, & Patricia A. Alexander. (2015). The effects of persuasive and expository text on metacognitive monitoring and control. Learning and Individual Differences. 38. 54–60. 13 indexed citations

5.

Loughlin, Sandra M. & Alida Anderson. (2014). A Historical Review of Arts Integration Research and Practice: Lessons Learned. 27–52.

6.

Anderson, Alida & Sandra M. Loughlin. (2014). The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons. Bilingual Research Journal. 37(3). 263–286. 14 indexed citations

7.

Dinsmore, Daniel L., Peter Baggetta, Stephanie Doyle, & Sandra M. Loughlin. (2013). The Role of Initial Learning, Problem Features, Prior Knowledge, and Pattern Recognition on Transfer Success. The Journal of Experimental Education. 82(1). 121–141. 15 indexed citations

8.

Alexander, Patricia A., Daniel L. Dinsmore, Emily J. Fox, et al.. (2011). Higher order thinking and knowledge: Domain-general and domain-specific trends and future directions.. 47–88. 17 indexed citations

9.

Alexander, Patricia A., Fielding I. Winters, Sandra M. Loughlin, & Emily M. Grossnickle. (2011). Students’ conceptions of knowledge, information, and truth. Learning and Instruction. 22(1). 1–15. 16 indexed citations

10.

Dinsmore, Daniel L., Patricia A. Alexander, & Sandra M. Loughlin. (2008). Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning. Educational Psychology Review. 20(4). 391–409. 539 indexed citations breakdown →

11.

Dinsmore, Daniel L., Patricia A. Alexander, & Sandra M. Loughlin. (2008). The impact of new learning environments in an engineering design course. Instructional Science. 36(5-6). 375–393. 11 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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