Yulia Muchnik-Rozanov

405 total citations
13 papers, 246 citations indexed

About

Yulia Muchnik-Rozanov is a scholar working on Education, Developmental and Educational Psychology and Cognitive Neuroscience. According to data from OpenAlex, Yulia Muchnik-Rozanov has authored 13 papers receiving a total of 246 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in Cognitive Neuroscience. Recurrent topics in Yulia Muchnik-Rozanov's work include Innovative Teaching and Learning Methods (4 papers), Teacher Education and Leadership Studies (4 papers) and Neuroscience, Education and Cognitive Function (2 papers). Yulia Muchnik-Rozanov is often cited by papers focused on Innovative Teaching and Learning Methods (4 papers), Teacher Education and Leadership Studies (4 papers) and Neuroscience, Education and Cognitive Function (2 papers). Yulia Muchnik-Rozanov collaborates with scholars based in Israel and Russia. Yulia Muchnik-Rozanov's co-authors include Dina Tsybulsky, Orit Avidov‐Ungar, Rivi Frei-Landau, Daria Smirnova, Yuly Bersudsky, Robert H. Belmaker, Vladimir Lerner, Joel Walters and Jodene Goldenring Fine and has published in prestigious journals such as SHILAP Revista de lepidopterología, Neuropsychologia and Teaching and Teacher Education.

In The Last Decade

Yulia Muchnik-Rozanov

12 papers receiving 237 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Yulia Muchnik-Rozanov Israel	8	173	49	38	21	20	13	246
Kristin Børte United Kingdom	5	227 1.3×	53 1.1×	40 1.1×	33 1.6×	21 1.1×	6	295
Katrine Nesje Norway	5	186 1.1×	39 0.8×	33 0.9×	27 1.3×	14 0.7×	9	235
Stephen Gomez United Kingdom	7	303 1.8×	66 1.3×	25 0.7×	37 1.8×	12 0.6×	9	377
Arlene C. Borthwick United States	8	183 1.1×	30 0.6×	86 2.3×	17 0.8×	29 1.4×	24	285
Chantana Viriyavejakul Thailand	6	236 1.4×	33 0.7×	110 2.9×	40 1.9×	25 1.3×	20	319
Raja Maznah Raja Hussain Malaysia	9	217 1.3×	81 1.7×	48 1.3×	38 1.8×	17 0.8×	22	281
Hyo Jeong So South Korea	5	187 1.1×	80 1.6×	51 1.3×	26 1.2×	20 1.0×	16	240
Leslie S. Keiler United States	8	304 1.8×	56 1.1×	59 1.6×	17 0.8×	18 0.9×	11	360
Fred Wiegant Netherlands	4	143 0.8×	81 1.7×	32 0.8×	19 0.9×	9 0.5×	5	236
Alan Bates United States	8	239 1.4×	36 0.7×	26 0.7×	16 0.8×	16 0.8×	14	294

Countries citing papers authored by Yulia Muchnik-Rozanov

Since Specialization

Citations

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

Fields of papers citing papers by Yulia Muchnik-Rozanov

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Yulia Muchnik-Rozanov. 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 Yulia Muchnik-Rozanov. The network helps show where Yulia Muchnik-Rozanov may publish in the future.

Co-authorship network of co-authors of Yulia Muchnik-Rozanov

This figure shows the co-authorship network connecting the top 25 collaborators of Yulia Muchnik-Rozanov. A scholar is included among the top collaborators of Yulia Muchnik-Rozanov 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 Yulia Muchnik-Rozanov. Yulia Muchnik-Rozanov is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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13 of 13 papers shown

Muchnik-Rozanov, Yulia, et al.. (2024). Bridging the gap between preservice teachers’ theoretical and practical knowledge through simulations of teacher-parent interactions. Asia-Pacific Journal of Teacher Education. 52(5). 622–640.

Tsybulsky, Dina & Yulia Muchnik-Rozanov. (2023). The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity. Teaching and Teacher Education. 124. 104020–104020. 17 indexed citations

Frei-Landau, Rivi, Yulia Muchnik-Rozanov, & Orit Avidov‐Ungar. (2022). Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era. Education and Information Technologies. 27(9). 12811–12838. 50 indexed citations

Muchnik-Rozanov, Yulia, et al.. (2022). Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices. International Journal of Innovation in Science and Mathematics Education. 30(1). 2 indexed citations

Muchnik-Rozanov, Yulia, et al.. (2022). Professional development during simulation-based learning: experiences and insights of preservice teachers. Journal of Education for Teaching International Research and Pedagogy. 49(1). 120–136. 19 indexed citations

Muchnik-Rozanov, Yulia, Rivi Frei-Landau, & Orit Avidov‐Ungar. (2022). Mobile-learning adoption in teacher education amidst COVID-19: Identifying two critical stages by exploring teachers’ emotions. Frontiers in Education. 7. 4 indexed citations

Tsybulsky, Dina & Yulia Muchnik-Rozanov. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. SHILAP Revista de lepidopterología. 3(1). 16 indexed citations

Muchnik-Rozanov, Yulia & Dina Tsybulsky. (2021). Examining future-oriented discourse within reflective narratives as professional identity development for student teachers. Journal of Education for Teaching International Research and Pedagogy. 47(3). 309–321. 10 indexed citations

Muchnik-Rozanov, Yulia & Dina Tsybulsky. (2019). Towards understanding the language of student teachers’ reflections in the context of professional identity development. Reflective Practice. 20(4). 520–532. 14 indexed citations

10.

Tsybulsky, Dina & Yulia Muchnik-Rozanov. (2018). The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education. 79. 48–59. 105 indexed citations

11.

Smirnova, Daria, Joel Walters, Yulia Muchnik-Rozanov, et al.. (2015). Second language as a compensatory resource for maintaining verbal fluency in bilingual immigrants with schizophrenia. Neuropsychologia. 75. 597–606. 7 indexed citations

12.

Smirnova, Daria, et al.. (2015). Schizophrenia in Bilingual Immigrants: is Verbal Fluency Preserved in Second Language Acquisition?. European Psychiatry. 30. 1681–1681. 1 indexed citations

13.

Smirnova, Daria, et al.. (2014). P.3.b.017 Second language reflects more psychopathology but compensates the verbal fluency in bilinguals with schizophrenia. European Neuropsychopharmacology. 24. S500–S501. 1 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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