This map shows the geographic impact of Scott Slough'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 Scott Slough with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Scott Slough more than expected).
This network shows the impact of papers produced by Scott Slough. 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 Scott Slough. The network helps show where Scott Slough may publish in the future.
Co-authorship network of co-authors of Scott Slough
This figure shows the co-authorship network connecting the top 25 collaborators of Scott Slough.
A scholar is included among the top collaborators of Scott Slough 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 Scott Slough. Scott Slough 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.
Slough, Scott, et al.. (2017). 21st Century Pedagogical Content Knowledge and Science Teaching and Learning. Journal of Computers in Mathematics and Science Teaching. 36(2). 173–187.4 indexed citations
2.
Slough, Scott, et al.. (2012). Descriptive Analysis of a Sixth-Grade Turkish Science Text With Recommendations for Development of Future E-Resources for Multi-Touch Tablets. Society for Information Technology & Teacher Education International Conference. 2012(1). 4537–4542.1 indexed citations
3.
Slough, Scott, et al.. (2012). Designers Discussing Design: An Investigation into the Design of an Innovative Science Textbook Designed to Take Advantage of Multi-Touch Tablet Technology and the Cloud. EdMedia: World Conference on Educational Media and Technology. 2012(1). 1227–1232.2 indexed citations
4.
Slough, Scott, et al.. (2011). Managing Technology and Change in U. S. Public High Schools: A Concerns-Based Adoption Model Approach. Society for Information Technology & Teacher Education International Conference. 2011(1). 4063–4067.1 indexed citations
5.
Hall, Jeffrey S., et al.. (2011). An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution. The Journal of Technology and Teacher Education. 2011(1). 2496–2501.1 indexed citations
Slough, Scott, et al.. (2008). Measuring High School Mathematics Teachers' Concerns About Graphing Calculators and Change: A Yearlong Study. Journal of Computers in Mathematics and Science Teaching. 27(2). 183–194.13 indexed citations
9.
Slough, Scott, et al.. (2008). Interactive virtual expeditions as a learning tool: the School of Rock Expedition case study. Journal of educational multimedia and hypermedia. 17(4). 561–580.5 indexed citations
10.
Slough, Scott, et al.. (2007). Looking Beyond Short-Term Implementation and Low-Level Concerns: Assessing the Full Impact of the Concerns-Based Adoption Model (CBAM). 2007(1). 952–957.2 indexed citations
Slough, Scott & Michael L. Connell. (2006). Defining Technogogy and its Natural Corollary, Technogogical Content Knowledge (TCK). Society for Information Technology & Teacher Education International Conference. 2006(1). 1053–1059.9 indexed citations
Slough, Scott, et al.. (2004). Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation. Society for Information Technology & Teacher Education International Conference. 2004(1). 864–871.2 indexed citations
15.
Slough, Scott, et al.. (2004). Development of an E-Learning Framework for Web-based Project-Based Learning in Science. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 957–962.2 indexed citations
16.
Slough, Scott, et al.. (2002). Mathematics Classrooms: Is the Implementation Process the Same for Both Disciplines?. Journal of Computers in Mathematics and Science Teaching. 21(1). 3–15.11 indexed citations
17.
Slough, Scott, et al.. (2000). Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change. Society for Information Technology & Teacher Education International Conference. 2000(1). 1021–1026.14 indexed citations
18.
Slough, Scott. (1999). Some Concerns About the Concerns-Based Adoption Model (CBAM) and Technology. Society for Information Technology & Teacher Education International Conference. 1999(1). 1949–1953.4 indexed citations
19.
Slough, Scott, et al.. (1996). Authoring on the World Wide Web: Getting Technology Reluctant Preservice Teachers Involved. Society for Information Technology & Teacher Education International Conference. 1996(1). 751–754.
20.
Slough, Scott, et al.. (1996). Area under Constructivism: A Pilot Study Using a World Wide Web Home Page To Assess Professional Development.. 1996(1).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.