William A. Sandoval
About
In The Last Decade
William A. Sandoval
52 papers receiving 3.6k citations
Hit Papers
Peers
Comparison fields: 5 of 116
- Education 3.0k
- Developmental and Educational Psychology 2.7k
- Sociology and Political Science 367
- Computer Science Applications 362
- Social Psychology 267
Countries citing papers authored by William A. Sandoval
This map shows the geographic impact of William A. Sandoval'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 William A. Sandoval with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites William A. Sandoval more than expected).
Fields of papers citing papers by William A. Sandoval
This network shows the impact of papers produced by William A. Sandoval. 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 William A. Sandoval. The network helps show where William A. Sandoval may publish in the future.
Co-authorship network of co-authors of William A. Sandoval
This figure shows the co-authorship network connecting the top 25 collaborators of William A. Sandoval. A scholar is included among the top collaborators of William A. Sandoval 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 William A. Sandoval. William A. Sandoval is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 0 | |
| 3 | 16 | |
| 4 | 18 | |
| 5 | Patterns of Classroom Talk Through Participation in Discourse-Focused Teacher Professional Development. | 11 |
| 6 | 20 | |
| 7 | Secondary Teachers' Emergent Understanding of Teaching Science Practices. | 7 |
| 8 | Resolving Disagreements in Evaluating Epistemic and Disciplinary Claims in Middle School Science. | 1 |
| 9 | 23 | |
| 10 | 91 | |
| 11 | Children's Use of Inscriptions in Written Arguments About Socioscientific Issues. | 1 |
| 12 | 55 | |
| 13 | Conjecture Mapping: An Approach to Systematic Educational Design Research breakdown → | 373 |
| 14 | 16 | |
| 15 | Listen to each other: how the building of norms in an elementary science classroom fosters participation and argumentation | 2 |
| 16 | 1 | |
| 17 | The Special Case of Scientific Data Sharing with Education | 7 |
| 18 | Understanding students’ practical epistemologies and their influence on learning through inquiry | 0 |
| 19 | Inquire to explain: Structuring inquiry around explanation construction in a technology-supported biology curriculum | 6 |
| 20 | Evolving explanations in high school biology | 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.