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.
Viewing mobile learning from a pedagogical perspective
2012362 citationsMatthew Kearney, Sandy Schuck et al.profile →
Mobile learning for science and mathematics school education: A systematic review of empirical evidence
2018199 citationsMatthew Kearney, Sandy Schuck et al.Computers & Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Sandy Schuck'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 Sandy Schuck with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sandy Schuck more than expected).
This network shows the impact of papers produced by Sandy Schuck. 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 Sandy Schuck. The network helps show where Sandy Schuck may publish in the future.
Co-authorship network of co-authors of Sandy Schuck
This figure shows the co-authorship network connecting the top 25 collaborators of Sandy Schuck.
A scholar is included among the top collaborators of Sandy Schuck 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 Sandy Schuck. Sandy Schuck is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Schuck, Sandy, et al.. (2017). “Maths Inside”: A Project to Raise Interest in Mathematics. UTS ePRESS (University of Technology Sydney).1 indexed citations
7.
Burden, Kevin, Sandy Schuck, & Peter Aubusson. (2012). M-Research: Ethical issues in researching young people's use of mobile devices. Repository@Hull (Worktribe) (University of Hull).2 indexed citations
8.
Schuck, Sandy, Peter Aubusson, & Matthew Kearney. (2010). Web 2.0 in the Classroom? Dilemmas and Opportunities Inherent in Adolescent Web 2.0 Engagement. Contemporary issues in technology and teacher education. 10(2). 234–246.16 indexed citations
9.
Schuck, Sandy. (2009). Getting help from the outside: developing a support network for beginning teachers. 4(1).28 indexed citations
10.
Kearney, Matthew & Sandy Schuck. (2008). Exploring Pedagogy with Interactive Whiteboards in Australian Schools. 23(1). 8–13.21 indexed citations
11.
Aubusson, Peter & Sandy Schuck. (2008). Teacher learning and development : the mirror maze. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)).8 indexed citations
12.
Schuck, Sandy & Matthew Kearney. (2008). Classroom-Based Use of Two Educational Technologies: A Sociocultural Perspective. Contemporary issues in technology and teacher education. 8(4). 394–406.22 indexed citations
13.
Schuck, Sandy & Matthew Kearney. (2007). Disruptive or compliant? The impact of two educational technologies on pedagogy. EdMedia: World Conference on Educational Media and Technology. 2007(1). 2619–2626.2 indexed citations
14.
Schuck, Sandy & Matthew Kearney. (2006). Capturing Learning through Student-Generated Digital Video. UTS ePRESS (University of Technology Sydney). 21(1). 15–20.22 indexed citations
15.
Kearney, Matthew & Sandy Schuck. (2005). Students in the Director's Seat: Teaching and Learning with Student-generated Video. EdMedia: World Conference on Educational Media and Technology. 2005(1). 2864–2871.46 indexed citations
16.
Schuck, Sandy & Matthew Kearney. (2004). Digital video as a tool in research projects: Zooming in on current issues. UTS ePRESS (University of Technology Sydney). 2004(1). 2085–2092.4 indexed citations
17.
Schuck, Sandy. (2003). Help wanted, please! Supporting beginning teachers through an electronic mentoring community. EdMedia: World Conference on Educational Media and Technology. 2003(1). 1904–1912.5 indexed citations
18.
Schuck, Sandy. (2003). The use of electronic question and answer forums in mathematics teacher education. Mathematics teacher education and development. 5. 19–31.6 indexed citations
19.
Schuck, Sandy. (2002). Professional development of teacher educators: The eChange Project example.. Society for Information Technology & Teacher Education International Conference. 2002(1). 716–720.2 indexed citations
20.
Schuck, Sandy. (1999). Driving a Mathematics Education Reform with Unwilling Passengers. American Educational Research Association Annual Meeting. 1999(1).3 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.