Teomara Rutherford

825 total citations
48 papers, 543 citations indexed

About

Teomara Rutherford is a scholar working on Developmental and Educational Psychology, Education and Computer Science Applications. According to data from OpenAlex, Teomara Rutherford has authored 48 papers receiving a total of 543 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Developmental and Educational Psychology, 23 papers in Education and 17 papers in Computer Science Applications. Recurrent topics in Teomara Rutherford's work include Innovative Teaching and Learning Methods (14 papers), Online Learning and Analytics (13 papers) and Educational Games and Gamification (11 papers). Teomara Rutherford is often cited by papers focused on Innovative Teaching and Learning Methods (14 papers), Online Learning and Analytics (13 papers) and Educational Games and Gamification (11 papers). Teomara Rutherford collaborates with scholars based in United States, Germany and United Kingdom. Teomara Rutherford's co-authors include George Farkas, Katerina Schenke, Martin Buschkuehl, Stephanie M. Reich, AnneMarie Conley, Susanne M. Jaeggi, Elizabeth A. van Es, Fernando Rodriguez, Peter McPartlan and Thurston Domina and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Computers & Education.

In The Last Decade

Teomara Rutherford

41 papers receiving 501 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Teomara Rutherford United States 15 305 231 106 93 81 48 543
Frank Reinhold Germany 12 423 1.4× 183 0.8× 105 1.0× 96 1.0× 44 0.5× 52 693
Katerina Schenke United States 17 368 1.2× 137 0.6× 146 1.4× 136 1.5× 161 2.0× 27 663
Hutkemri Zulnaidi Malaysia 15 577 1.9× 178 0.8× 45 0.4× 54 0.6× 69 0.9× 95 764
Cathy Newman Thomas United States 14 314 1.0× 204 0.9× 78 0.7× 64 0.7× 30 0.4× 44 549
Holger Horz Germany 15 400 1.3× 318 1.4× 69 0.7× 226 2.4× 82 1.0× 56 723
Joanna S. Gorin United States 14 251 0.8× 302 1.3× 29 0.3× 98 1.1× 69 0.9× 26 675
J. Elizabeth Richey United States 10 257 0.8× 322 1.4× 98 0.9× 111 1.2× 81 1.0× 20 547
Sue Johnston‐Wilder United Kingdom 14 435 1.4× 130 0.6× 34 0.3× 80 0.9× 118 1.5× 50 645
Hercy N.H. Cheng Taiwan 14 285 0.9× 261 1.1× 181 1.7× 42 0.5× 40 0.5× 49 627
Saiying Steenbergen‐Hu United States 11 433 1.4× 216 0.9× 196 1.8× 257 2.8× 131 1.6× 16 880

Countries citing papers authored by Teomara Rutherford

Since Specialization
Citations

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

Fields of papers citing papers by Teomara Rutherford

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Teomara Rutherford

This figure shows the co-authorship network connecting the top 25 collaborators of Teomara Rutherford. A scholar is included among the top collaborators of Teomara Rutherford 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 Teomara Rutherford. Teomara Rutherford 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.
Rutherford, Teomara, et al.. (2025). “I just think it is the way of the future”: Teachers' use of ChatGPT to develop motivationally-supportive math lessons. Computers and Education Artificial Intelligence. 8. 100367–100367. 2 indexed citations
2.
Lee, Hye Rin, et al.. (2025). Exploring domain-general and course-specific latent profiles of motivation in computer science. Learning and Individual Differences. 120. 102686–102686.
3.
Rutherford, Teomara, et al.. (2024). How self-beliefs, values, and belonging change and relate with performance during introductory computer science. Computer Science Education. 36(1). 166–202. 1 indexed citations
4.
Lee, Hye Rin, et al.. (2024). The CS1 Python Bakery: A Modern "Batteries Included" Open-Source Curriculum with All the Fixings. VTechWorks (Virginia Tech). 667–673.
5.
Lee, Hye Rin, et al.. (2024). Role Models in Action Through YouTube Videos for Engineering Community College Students. Research in Higher Education. 65(5). 1007–1039. 3 indexed citations
6.
7.
Rutherford, Teomara, et al.. (2023). Work-in-Progress-Participatory Design of an Augmented Reality Firewall Game. 1–5. 1 indexed citations
8.
Rutherford, Teomara, et al.. (2022). Numeracy, cognitive, and motivational predictors of elementary mathematics achievement.. Journal of Educational Psychology. 114(7). 1589–1607. 5 indexed citations
9.
10.
Rutherford, Teomara, et al.. (2022). Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model. Education and Information Technologies. 27(8). 11515–11536. 25 indexed citations
11.
Rutherford, Teomara, et al.. (2021). Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic. Journal of Research on Technology in Education. 54(sup1). 18 indexed citations
12.
Shen, Chien-Chung, et al.. (2021). Augmented Reality-Based Cybersecurity Education on Phishing. 228–231. 4 indexed citations
13.
Rutherford, Teomara, et al.. (2020). Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty.. Educational Data Mining. 1 indexed citations
14.
Rutherford, Teomara, et al.. (2020). Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy Platform.. ICLS. 1 indexed citations
15.
Barnes, Tiffany, et al.. (2020). Peeking through the classroom window. 625–634. 3 indexed citations
16.
Rutherford, Teomara, et al.. (2018). Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement. Learning and Individual Differences. 62. 180–199. 7 indexed citations
17.
Liu, Zhongxiu, et al.. (2017). The Antecedents of and Associations with Elective Replay in an Educational Game: Is Replay Worth It?.. Educational Data Mining. 7 indexed citations
18.
Es, Elizabeth A. van, et al.. (2017). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning. 34(1). 10–19. 47 indexed citations
19.
Rutherford, Teomara, et al.. (2015). Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement. Learning and Individual Differences. 39. 49–63. 36 indexed citations
20.
Rutherford, Teomara, Margaret Burchinal, Lindsey E. Richland, et al.. (2010). Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners. American Educational Research Association Annual Meeting. 2010(1). 7 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.

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