Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective
1993726 citationsPeggy A. Ertmer, Timothy J. NewbyPerformance Improvement Quarterlyprofile →
Teacher value beliefs associated with using technology: Addressing professional and student needs
2010449 citationsAnne Ottenbreit‐Leftwich, Krista Glazewski et al.Computers & Educationprofile →
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
2013426 citationsPeggy A. Ertmer, Timothy J. NewbyPerformance Improvement Quarterlyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
Countries citing papers authored by Timothy J. Newby
Since
Specialization
Citations
This map shows the geographic impact of Timothy J. Newby'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 Timothy J. Newby with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Timothy J. Newby more than expected).
Fields of papers citing papers by Timothy J. Newby
This network shows the impact of papers produced by Timothy J. Newby. 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 Timothy J. Newby. The network helps show where Timothy J. Newby may publish in the future.
Co-authorship network of co-authors of Timothy J. Newby
This figure shows the co-authorship network connecting the top 25 collaborators of Timothy J. Newby.
A scholar is included among the top collaborators of Timothy J. Newby 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 Timothy J. Newby. Timothy J. Newby is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Magana, Alejandra J., Timothy J. Newby, & Sean Brophy. (2012). Comparing Novice and Expert Perceptions of Interactive Multimedia Tools for Conveying Conceptions of Size and Scale. The Journal of Technology and Teacher Education. 20(4). 441–465.1 indexed citations
Ottenbreit‐Leftwich, Anne, Krista Glazewski, & Timothy J. Newby. (2010). Preservice Technology Integration Course Revision: A Conceptual Guide. The Journal of Technology and Teacher Education. 18(1). 5–33.17 indexed citations
13.
Ottenbreit‐Leftwich, Anne, Krista Glazewski, Timothy J. Newby, & Peggy A. Ertmer. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education. 55(3). 1321–1335.449 indexed citations breakdown →
14.
Brophy, Sean, et al.. (2009). Pre-service Teachers’ Perceptions of Web-based Interactive Media: Three Different Tools One Learning Goal. Society for Information Technology & Teacher Education International Conference. 2009(1). 1502–1509.1 indexed citations
15.
Lehman, James Daniel, et al.. (2009). Impact of Asynchronous Online Discussions: A Study of Implementation in Two Large-Enrollment Blended Courses. EdMedia: World Conference on Educational Media and Technology. 2009(1). 2928–2936.1 indexed citations
16.
Yang, Ya-Ting Carolyn & Timothy J. Newby. (2001). Does Distance Education Resolve The Current Problems of Education. Society for Information Technology & Teacher Education International Conference. 2001(1). 304–309.1 indexed citations
17.
Lehman, James Daniel, et al.. (1998). Distance Learning Models for In-Service and Pre-Service Education. Society for Information Technology & Teacher Education International Conference. 1998(1). 138–141.
18.
Ertmer, Peggy A. & Timothy J. Newby. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from a Design Perspective.. Performance Improvement Quarterly. 6(4). 50–72.114 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.