Ted S. Hasselbring
About
In The Last Decade
Ted S. Hasselbring
67 papers receiving 920 citations
Peers
Comparison fields: 5 of 90
- Education 645
- Developmental and Educational Psychology 526
- Statistics and Probability 321
- Occupational Therapy 149
- Safety Research 140
Countries citing papers authored by Ted S. Hasselbring
This map shows the geographic impact of Ted S. Hasselbring'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 Ted S. Hasselbring with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ted S. Hasselbring more than expected).
Fields of papers citing papers by Ted S. Hasselbring
This network shows the impact of papers produced by Ted S. Hasselbring. 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 Ted S. Hasselbring. The network helps show where Ted S. Hasselbring may publish in the future.
Co-authorship network of co-authors of Ted S. Hasselbring
This figure shows the co-authorship network connecting the top 25 collaborators of Ted S. Hasselbring. A scholar is included among the top collaborators of Ted S. Hasselbring 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 Ted S. Hasselbring. Ted S. Hasselbring is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 10 | |
| 2 | Designing Technology to Impact Classroom Practice: How Technology Design for Learning Can Support Both Students and Teachers. | 2 |
| 3 | 4 | |
| 4 | Designing and Redesigning a Framework for Assessing Students' Understanding of Foundational Fractions Concepts. | 1 |
| 5 | Towards Automated Support for Small-Group Instruction: Using Data from an ITS to Automatically Group Students. | 1 |
| 6 | Technology's Impact on Fraction Learning: An Experimental Comparison of Virtual and Physical Manipulatives. | 14 |
| 7 | Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs | 1 |
| 8 | The Role of Human-Technology Scaffolding in Changing the Dynamics of the Classroom | 2 |
| 9 | Involving Students in the Software Design Process: A Design-Based Research Study on Students' Motivation | 3 |
| 10 | Assistive Technologies for Reading. | 21 |
| 11 | The Assistive Technology Act of 2004: What Does It Say and What Does It Mean?. | 7 |
| 12 | Reading, Writing, and Misbehavior. | 4 |
| 13 | 19 | |
| 14 | Technology for Teaching and Learning with Understanding: A Primer | 4 |
| 15 | The Computer Doesn't Embarrass Me | 9 |
| 16 | 14 | |
| 17 | Taking Work Problems off the Page. | 13 |
| 18 | 14 | |
| 19 | 25 | |
| 20 | Remediating Spelling Problems of Learning-Handicapped Students through the Use of Microcomputers. | 19 |
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.