Theresa Cullen

933 total citations
25 papers, 656 citations indexed

About

Theresa Cullen is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Theresa Cullen has authored 25 papers receiving a total of 656 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Information Systems. Recurrent topics in Theresa Cullen's work include Education and Technology Integration (5 papers), Impact of Technology on Adolescents (4 papers) and Gender and Technology in Education (4 papers). Theresa Cullen is often cited by papers focused on Education and Technology Integration (5 papers), Impact of Technology on Adolescents (4 papers) and Gender and Technology in Education (4 papers). Theresa Cullen collaborates with scholars based in United States and Türkiye. Theresa Cullen's co-authors include Deborah L. Hanson, Valarie L. Akerson, Steven R. Chesnut, Barbara A. Greene, Uğur Kale, Jung Won Hur, Debbie Goh, Mete Akcaoğlu, Thomas Brush and Anne Ottenbreit‐Leftwich and has published in prestigious journals such as Journal of Research in Science Teaching, Journal of Educational Computing Research and Journal of Research on Technology in Education.

In The Last Decade

Theresa Cullen

23 papers receiving 603 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Theresa Cullen United States 11 450 196 136 101 91 25 656
Cassandra Scharber United States 13 536 1.2× 212 1.1× 122 0.9× 54 0.5× 184 2.0× 39 793
Colette Murphy United Kingdom 16 775 1.7× 221 1.1× 103 0.8× 107 1.1× 130 1.4× 56 940
Gladis Kersaint United States 12 574 1.3× 98 0.5× 82 0.6× 73 0.7× 98 1.1× 28 718
Belinda Gimbert United States 14 675 1.5× 106 0.5× 136 1.0× 118 1.2× 120 1.3× 50 883
Eugene Judson United States 16 1.1k 2.4× 264 1.3× 77 0.6× 81 0.8× 127 1.4× 66 1.3k
Aik‐Ling Tan Singapore 19 688 1.5× 326 1.7× 71 0.5× 130 1.3× 67 0.7× 71 932
Shu-Nu Chang Rundgren Sweden 16 752 1.7× 321 1.6× 106 0.8× 77 0.8× 169 1.9× 41 959
Craig E. Shepherd United States 15 568 1.3× 138 0.7× 85 0.6× 52 0.5× 192 2.1× 38 728
Indigo Esmonde Canada 14 833 1.9× 350 1.8× 173 1.3× 77 0.8× 30 0.3× 32 1.1k
Salih Çepni Türkiye 15 877 1.9× 198 1.0× 60 0.4× 66 0.7× 108 1.2× 133 1.0k

Countries citing papers authored by Theresa Cullen

Since Specialization
Citations

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

Fields of papers citing papers by Theresa Cullen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Theresa Cullen

This figure shows the co-authorship network connecting the top 25 collaborators of Theresa Cullen. A scholar is included among the top collaborators of Theresa Cullen 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 Theresa Cullen. Theresa Cullen 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.
Cullen, Theresa, et al.. (2021). Parent Perceptions of Technology Use in K-12 Classrooms.. 30(1). 2 indexed citations
2.
Cullen, Theresa. (2021). Agile Design Processes and Project Management. 1 indexed citations
3.
Kale, Uğur, et al.. (2018). Computational What? Relating Computational Thinking to Teaching. TechTrends. 62(6). 574–584. 55 indexed citations
4.
Kale, Uğur, Mete Akcaoğlu, Theresa Cullen, & Debbie Goh. (2018). Contextual Factors Influencing Access to Teaching Computational Thinking. Computers in the Schools. 35(2). 69–87. 20 indexed citations
5.
Cullen, Theresa, et al.. (2018). Problem-Based Learning in the Life Science Classroom, K–12. Interdisciplinary Journal of Problem-based Learning. 12(1). 6 indexed citations
6.
Cullen, Theresa, et al.. (2018). Technology Experiences of Student Interns in a One to One Mobile Program. International Journal of Mobile and Blended Learning. 10(2). 20–35. 1 indexed citations
7.
Cullen, Theresa, et al.. (2015). Social Media Use and the Fear of Missing Out (FoMO) While Studying Abroad. Journal of Research on Technology in Education. 47(4). 259–272. 107 indexed citations
8.
Hur, Jung Won, et al.. (2015). An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching. International Journal of Mobile and Blended Learning. 7(3). 1–17. 26 indexed citations
9.
DeBacker, Teresa K. & Theresa Cullen. (2014). Attitudes Toward and Use of iPads in a College of Education One-to-One Program. Society for Information Technology & Teacher Education International Conference. 2014(1). 2767–2775. 1 indexed citations
10.
Cullen, Theresa, et al.. (2013). Considerations for Integrating Technology in Developing Communities in Latin America. TechTrends. 57(6). 73–80.
11.
Cullen, Theresa & Barbara A. Greene. (2011). Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration. Journal of Educational Computing Research. 45(1). 29–47. 61 indexed citations
12.
Cullen, Theresa, et al.. (2011). Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis. TechTrends. 55(6). 25–32. 4 indexed citations
13.
Hur, Jung Won, Theresa Cullen, & Thomas Brush. (2010). Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration. The Journal of Technology and Teacher Education. 18(1). 161–182. 27 indexed citations
14.
Akerson, Valarie L., Theresa Cullen, & Deborah L. Hanson. (2010). Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom. Journal of Science Teacher Education. 21(6). 723–745. 21 indexed citations
15.
Cullen, Theresa, Valarie L. Akerson, & Deborah L. Hanson. (2010). Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development. Journal of Science Teacher Education. 21(8). 971–992. 22 indexed citations
16.
Akerson, Valarie L., Theresa Cullen, & Deborah L. Hanson. (2009). Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice. Journal of Research in Science Teaching. 46(10). 1090–1113. 137 indexed citations
17.
Akerson, Valarie L., Deborah L. Hanson, & Theresa Cullen. (2007). The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science. Journal of Science Teacher Education. 18(5). 751–772. 72 indexed citations
18.
Cullen, Theresa, et al.. (2006). NCLB technology and a rural school: A case study. K-State Research Exchange (Kansas State University). 28(1). 9–16. 3 indexed citations
19.
Cullen, Theresa. (2006). The role of technology in preservice teachers' images of their future classroom. International Conference of Learning Sciences. 2. 910–911. 2 indexed citations
20.
Cullen, Theresa, et al.. (2004). Technology Grants and Rural Schools: The Power to Transform.. 2004(1). 2 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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