Natalie Rusk | Academic Influence

Natalie Rusk's AcademicInfluence.com Rankings

Natalie Rusk

Computer Science

#3071

World Rank

#3221

Historical Rank

#1230

USA Rank

Database

#9969

World Rank

#10573

Historical Rank

#1472

USA Rank

computer-science Degrees

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Computer Science

Natalie Rusk's Degrees

Bachelors Computer Science Stanford University

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Why Is Natalie Rusk Influential?

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According to Wikipedia, Natalie Rusk is a research scientist in the Lifelong Kindergarten group, part of the MIT Media Lab at the Massachusetts Institute of Technology. Education Rusk was educated at Brown University where she graduated with a Bachelor of Arts degree with a focus on Chinese language, Chinese literature and Computer science in 1988. She moved to the Harvard Graduate School of Education where she was awarded a Master of Education degree specializing in educational technology in 1989. She completed her PhD in child development supervised by Fred Rothbaum at Tufts University in 2011. Her thesis used a randomized controlled trial to investigate learning goals for emotional self-regulation.

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Natalie Rusk's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Scratch: programming for all (2009) (2661)
The Scratch Programming Language and Environment (2010) (1123)
Programming by choice: urban youth learning programming with scratch (2008) (475)
Scratch (2009) (440)
Scratch: A Sneak Preview (2004) (332)
New Pathways into Robotics: Strategies for Broadening Participation (2008) (323)
Scratch: a sneak preview [education] (2004) (146)
The Computer Clubhouse: Preparing for Life in a Digital World (1996) (118)
Intrinsic motivation and positive development. (2011) (76)
Understanding Youth Development From the Practitioner's Point of View: A Call for Research on Effective Practice (2015) (48)
Supporting Diverse and Creative Collaboration in the Scratch Online Community (2016) (47)
From Stress to Learning: Attachment Theory Meets Goal Orientation Theory (2010) (35)
Performance and learning goals for emotion regulation (2011) (26)
How Goals and Beliefs Lead People into and Out of Depression (2009) (25)
Positive Youth Development in Organized Programs: How Teens Learn to Manage Emotions (2013) (22)
Coding at a crossroads (2020) (18)
Pathways to emotion regulation: Cultural differences in internalization. (2011) (16)
Scratch Microworlds: Designing Project-Based Introductions to Coding (2018) (15)
The Computer Clubhouse: Helping Youth Develop Fluency with New (1996) (14)
Motivation for Making (2016) (12)
Youth Roles and Leadership in an Online Creative Community (2013) (11)
Attachment, Learning, and Coping (2010) (8)
WeScratch: an inclusive, playful and collaborative approach to creative learning online (2020) (6)
Media designs with scratch: what urban youth can learn about programming in a computer Clubhouse (2008) (5)
Youth perspectives on their development in a coding community (2019) (5)
Motivating and Broadening Participation: Competitions, Contests, Challenges, and Circles for Supporting STEM Learning (2014) (5)
"Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, and interacting. (2009) (3)
Designing creative and connected online learning experiences (2020) (3)
Not by genes alone: new hope for prevention. (2007) (3)
Family Creative Learning: Engaging parents and children as learning partners in creative technology workshops (2014) (1)
Scratch Showcase: Making Coding More Playful, Social, and Meaningful (2018) (0)
Play with your MOOC: One open tool, 3 different flavours of learning (2014) (0)
Youth Programs Are Important Spaces for Emotional Learning (2021) (0)

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