Sergio Sánchez

776 total citations
53 papers, 457 citations indexed

About

Sergio Sánchez is a scholar working on Education, Information Systems and Safety Research. According to data from OpenAlex, Sergio Sánchez has authored 53 papers receiving a total of 457 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 10 papers in Information Systems and 9 papers in Safety Research. Recurrent topics in Sergio Sánchez's work include Inclusive Education and Diversity (17 papers), Education and Teacher Training (11 papers) and Disability Education and Employment (8 papers). Sergio Sánchez is often cited by papers focused on Inclusive Education and Diversity (17 papers), Education and Teacher Training (11 papers) and Disability Education and Employment (8 papers). Sergio Sánchez collaborates with scholars based in Spain, United States and Chile. Sergio Sánchez's co-authors include Emiliano Díez Villoria, Patrícia Sancho, José A. Casas, Verónica M. Guillén, Eva Vicente, Marta Sandoval Mena, Cynthia Duk, Maret Felzien, Mike Hernández and Linda Zittleman and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Environmental Research and Public Health and Sustainability.

In The Last Decade

Sergio Sánchez

45 papers receiving 413 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sergio Sánchez Spain 12 212 96 95 84 59 53 457
Pedro Ricardo Álvarez Pérez Spain 14 415 2.0× 53 0.6× 90 0.9× 78 0.9× 29 0.5× 86 542
Emily Jones United States 15 110 0.5× 36 0.4× 88 0.9× 46 0.5× 155 2.6× 63 520
Niva Dolev Israel 8 152 0.7× 40 0.4× 33 0.3× 34 0.4× 42 0.7× 24 335
Darlene Unger United States 11 147 0.7× 325 3.4× 54 0.6× 57 0.7× 83 1.4× 19 532
Joana R. Casanova Portugal 12 276 1.3× 42 0.4× 40 0.4× 61 0.7× 28 0.5× 37 461
María Ángeles Hernández Prados Spain 12 308 1.5× 15 0.2× 54 0.6× 84 1.0× 72 1.2× 113 518
Alyson Leah Lavigne United States 12 363 1.7× 22 0.2× 95 1.0× 23 0.3× 64 1.1× 37 615
Daniel DeNeui United States 6 188 0.9× 50 0.5× 88 0.9× 16 0.2× 64 1.1× 8 325
Peggy Proctor Canada 8 214 1.0× 22 0.2× 80 0.8× 28 0.3× 36 0.6× 14 394
Ana Inés Renta Davids Spain 11 146 0.7× 15 0.2× 48 0.5× 34 0.4× 20 0.3× 21 326

Countries citing papers authored by Sergio Sánchez

Since Specialization
Citations

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

Fields of papers citing papers by Sergio Sánchez

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sergio Sánchez

This figure shows the co-authorship network connecting the top 25 collaborators of Sergio Sánchez. A scholar is included among the top collaborators of Sergio Sánchez 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 Sergio Sánchez. Sergio Sánchez 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.
2.
Sánchez, Sergio, et al.. (2024). Education in a pandemic, learning to guarantee inclusive education from an approach psychosocial. Environment and Social Psychology. 9(6).
3.
Bray, Aibhín, et al.. (2023). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology. 55(1). 113–138. 25 indexed citations
4.
Sánchez, Sergio. (2022). Diseño Universal para el Aprendizaje. Revista latinoamericana de educación inclusiva. 16(2). 17–20. 7 indexed citations
5.
Sánchez, Sergio & Cynthia Duk. (2022). La Importancia del Entorno. Diseño Universal para el Aprendizaje Contextualizado. Revista latinoamericana de educación inclusiva. 16(2). 21–31. 15 indexed citations
6.
Mena, Marta Sandoval, et al.. (2021). Evaluación de la Inclusión en Educación Superior Mediante Indicadores. REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación. 19(3). 33–51. 11 indexed citations
7.
Vicente, Eva, et al.. (2020). Self-Determination in People with Intellectual Disability: The Mediating Role of Opportunities. International Journal of Environmental Research and Public Health. 17(17). 6201–6201. 36 indexed citations
8.
Sánchez, Sergio, et al.. (2019). Descriptive and comparative of School Inclusion through Index for Inclusion. Psychology Society & Education. 11(1). 1–13. 1 indexed citations
9.
Sánchez, Sergio, et al.. (2019). Descriptive and comparative analysis of School Inclusion through Index for Inclusion. Psychology Society & Education. 11(1). 1–13. 10 indexed citations
10.
Vicente, Eva, et al.. (2018). What do stakeholders understand by self‐determination? Consensus for its evaluation. Journal of Applied Research in Intellectual Disabilities. 32(1). 206–218. 10 indexed citations
11.
Sánchez, Sergio, et al.. (2016). Teacher Perceptions based on Universal Design for Learning. 2016. 8 indexed citations
12.
Sánchez, Sergio, et al.. (2014). Análisis de los distintos enfoques del paradigma del diseño universal aplicado a la educación. Revista latinoamericana de educación inclusiva. 8(1). 143–152. 9 indexed citations
13.
Westfall, John M., Linda Zittleman, Susan Gale, et al.. (2014). How do rural patients benefit from the patient-centred medical home? A card study in the High Plains Research Network. London Journal of Primary Care. 6(6). 136–148. 8 indexed citations
14.
Zittleman, Linda, Marc Ringel, Maret Felzien, et al.. (2014). Translating the medical home into patient-centred language. London Journal of Primary Care. 6(6). 124–130. 16 indexed citations
15.
Felzien, Maret, Mike Hernández, Nelson F. Sánchez, et al.. (2013). Testing to Prevent Colon Cancer: How Rural Community Members Took on a Community-Based Intervention. The Annals of Family Medicine. 11(6). 568–570. 12 indexed citations
16.
Bennett, Claire, Maret Felzien, Rafael R. Flores, et al.. (2013). Boot Camp Translation: A Method For Building a Community of Solution. The Journal of the American Board of Family Medicine. 26(3). 254–263. 73 indexed citations
17.
Sánchez, Sergio, et al.. (2010). Cultura obrera en las maquiladoras de Ciudad Juárez en tiempos catastróficos. Americanae (AECID Library). 19–25. 2 indexed citations
18.
Sánchez, Sergio, et al.. (2006). La respuesta sindical en el IMSS (líderes y bases del SNTSS ante la modernización),1989-2004. Hispana. 20(66). 87–107.
19.
Sánchez, Sergio, et al.. (2003). Reflexiones en torno a las condiciones laborales de médicas y médicos del Instituto Mexicano del Seguro Social. Americanae (AECID Library). 19(122). 105–115. 1 indexed citations
20.
Sánchez, Sergio, et al.. (2001). Trabajadores de la saludy neoliberalismo (episodiosde movilización en el IMSS). Americanae (AECID Library). 17(107). 35–46.

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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