Sharon K. Schulze
- Developmental and Educational Psychology top 2%
- Education top 2%
- Experimental and Cognitive Psychology top 10%
- Social Psychology
- Artificial Intelligence
- Co-authors
- Jonna M. KulikowichPatricia A. AlexanderRobert GlaserRichard A. DuschlLeona SchaubleKeith E. HolbertPatricia Dixon
- Topics
- Educational Strategies and Epistemologies (4 papers)Science Education and Pedagogy (4 papers)Visual and Cognitive Learning Processes (3 papers)
- Journals
- American Educational Research JournalJournal of the Learning SciencesLearning and Individual Differences
- Partner nations
- United States
In The Last Decade
Sharon K. Schulze
5 papers receiving 496 citations
Peers
Comparison fields: 5 of 64
- Developmental and Educational Psychology 426
- Education 382
- Experimental and Cognitive Psychology 145
- Social Psychology 65
- Artificial Intelligence 37
Countries citing papers authored by Sharon K. Schulze
This map shows the geographic impact of Sharon K. Schulze'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 Sharon K. Schulze with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sharon K. Schulze more than expected).
Fields of papers citing papers by Sharon K. Schulze
This network shows the impact of papers produced by Sharon K. Schulze. 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 Sharon K. Schulze. The network helps show where Sharon K. Schulze may publish in the future.
Co-authorship network of co-authors of Sharon K. Schulze
This figure shows the co-authorship network connecting the top 25 collaborators of Sharon K. Schulze. A scholar is included among the top collaborators of Sharon K. Schulze 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 Sharon K. Schulze. Sharon K. Schulze is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | The use of mixed methods as reflected in two eminent South African educational research journals | 2 |
| 3 | 222 | |
| 4 | 164 | |
| 5 | 92 | |
| 6 | 129 |
About Sharon K. Schulze
Sharon K. Schulze is a scholar working on Architecture, Developmental and Educational Psychology and Experimental and Cognitive Psychology, having authored 6 papers that have together received 609 indexed citations. Recurring topics across this work include Educational Strategies and Epistemologies (4 papers), Science Education and Pedagogy (4 papers) and Visual and Cognitive Learning Processes (3 papers). The work is most often cited by research in Developmental and Educational Psychology (426 citations), Education (382 citations) and Experimental and Cognitive Psychology (145 citations). Sharon K. Schulze has collaborated with scholars based in United States. Frequent co-authors include Jonna M. Kulikowich, Patricia A. Alexander, Robert Glaser, Richard A. Duschl, Leona Schauble, Patricia A. Alexander, Keith E. Holbert and Patricia Dixon. Their work appears in journals such as American Educational Research Journal, Journal of the Learning Sciences and Learning and Individual Differences.
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.