Match tier
Confirmed
Presence
Current · Arkansas
Last published
2026
Sources
OpenAlex · ORCID
Refreshed
2026-10-05
G
Gema Zamarro
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
High Impact
Professor
25 h-index
154 pubs
3,935 cited
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Gema Zamarro is a researcher at the University of Arkansas at Fayetteville. Her work has focused on a range of topics including educational outcomes, gender differences, and health. Zamarro has investigated the effects of dual-language immersion programs on student achievement and examined the relationship between teacher qualifications and student academic success in urban elementary schools. She has also explored the impact of school closures on student outcomes in shrinking districts.
In addition to her work in education, Zamarro has published research on gender differences in childcare, work, and mental health, particularly in the context of the COVID-19 pandemic. Her research also extends to the financial literacy of women and the effects of retirement on health in Europe. Her scholarship metrics include an h-index of 25, 3,935 total citations across 154 publications, and she is designated as a highly cited researcher. Zamarro has collaborated with several researchers at the University of Arkansas at Fayetteville, including Josh B. McGee and Andrew Camp.
Metrics
- h-index: 25
- Publications: 154
- Citations: 3,935
Positions
-
Professor 2019–presentUniversity of Arkansas Department of Education Reform ORCID
Selected Publications
-
Educators’ Job Burnout and Intentions to Leave During the Covid-19 Pandemic (2025)
-
Non-cognitive Skills (2025)
-
Looking Back and Moving Forward: COVID-19’s Impact on the Teacher Labor Market and Implications for the Future (2024)
-
Teachers’ Knowledge and Preparedness for Retirement: Results From a Nationally Representative Teacher Survey (2024)
-
Effects of the dual-language immersion on students' academic performance (2023)
-
Understanding performance in test taking: The role of question difficulty order (2022)
-
Pandemic prompts more teachers to consider early retirement or new career (2021)
-
Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis (2021)
-
Gender differences in couples’ division of childcare, work and mental health during COVID-19 (2021)
-
Family labor participation and child care decisions: the role of grannies (2020)
-
Teacher-to-Classroom Assignment and Student Achievement (2020)
-
Personality as a Predictor of Unit Nonresponse in an Internet Panel (2020)
-
When Students Don’t Care: Reexamining International Differences in Achievement and Student Effort (2019)
-
Understanding a Vicious Cycle: The Relationship Between Student Discipline and Student Academic Outcomes (2019)
Collaboration Network
Top Collaborators
Albert Cheng
6 shared publications
In database
- Comparing and validating measures of non-cognitive traits: Performance task measures and self-reports from a nationally representative internet panel
- Personality as a Predictor of Unit Nonresponse in an Internet Panel
- Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database
- Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata
- Personality as a Predictor of Unit Nonresponse in an Internet Panel
Showing 5 of 6 shared publications
Collin Hitt
SIU Medicine (US)
5 shared publications
- When Students Don’t Care: Reexamining International Differences in Achievement and Student Effort
- Comparing and validating measures of non-cognitive traits: Performance task measures and self-reports from a nationally representative internet panel
- Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata
- Cross‐Country Heterogeneity in Students’ Reporting Behavior: The Use of the Anchoring Vignette Method
- Comparing and Validating Measures of Character Skills: Findings from a Nationally Representative Sample
Jennifer Steele
American University (US)
4 shared publications
- Effects of Dual-Language Immersion Programs on Student Achievement
- Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
- Disentangling Disadvantage: Can We Distinguish Good Teaching From Classroom Composition?
- Effects of the dual-language immersion on students' academic performance
Andrew Camp
University of Arkansas at Fayetteville
4 shared publications
In database
- Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis
- Looking Back and Moving Forward: COVID-19’s Impact on the Teacher Labor Market and Implications for the Future
- Pandemic prompts more teachers to consider early retirement or new career
- Educators’ Job Burnout and Intentions to Leave During the Covid-19 Pandemic
Robert Slater
3 shared publications
- Effects of Dual-Language Immersion Programs on Student Achievement
- Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
- Effects of the dual-language immersion on students' academic performance
Trey Miller
RAND Corporation (US)
3 shared publications
- Effects of Dual-Language Immersion Programs on Student Achievement
- Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
- Effects of the dual-language immersion on students' academic performance
Jennifer Li
RAND Corporation (US)
3 shared publications
- Effects of Dual-Language Immersion Programs on Student Achievement
- Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
- Effects of the dual-language immersion on students' academic performance
Michael Bacon
3 shared publications
- Effects of Dual-Language Immersion Programs on Student Achievement
- Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
- Effects of the dual-language immersion on students' academic performance
Josh B. McGee
University of Arkansas at Fayetteville
3 shared publications
In database
- Looking Back and Moving Forward: COVID-19’s Impact on the Teacher Labor Market and Implications for the Future
- Teachers’ Knowledge and Preparedness for Retirement: Results From a Nationally Representative Teacher Survey
- Pandemic prompts more teachers to consider early retirement or new career
Susan Burkhauser
RAND Corporation (US)
2 shared publications
- Effects of Dual-Language Immersion Programs on Student Achievement
- Effects of the dual-language immersion on students' academic performance
M. Danish Shakeel
2 shared publications
- Comparing and validating measures of non-cognitive traits: Performance task measures and self-reports from a nationally representative internet panel
- Comparing and Validating Measures of Character Skills: Findings from a Nationally Representative Sample
Bart Orriens
University of Southern California (US)
2 shared publications
- Personality as a Predictor of Unit Nonresponse in an Internet Panel
- Personality as a Predictor of Unit Nonresponse in an Internet Panel
Ildefonso Méndez
Universidad de Murcia (ES)
2 shared publications
- When Students Don’t Care: Reexamining International Differences in Achievement and Student Effort
- Non-cognitive Skills
Dillon Fuchsman
UCLouvain Saint-Louis Brussels (BE)
2 shared publications
- Teachers’ Knowledge and Preparedness for Retirement: Results From a Nationally Representative Teacher Survey
- Pandemic prompts more teachers to consider early retirement or new career
John Engberg
RAND Corporation (US)
1 shared publication
- Disentangling Disadvantage: Can We Distinguish Good Teaching From Classroom Composition?
Similar Researchers
Based on overlapping research topics
Fabio Andrés Parra-Martínez
University of Arkansas at Fayetteville
Education Systems and Policy
Behavioral and Psychological Studies
Innovative Teaching and Learning Methods
Adolf Alexander Fitzgerald
University of Arkansas at Fayetteville
Education Systems and Policy
Behavioral and Psychological Studies
Innovative Teaching and Learning Methods
Tyler A. Hicks
University of Arkansas at Fayetteville
Education Systems and Policy
Behavioral and Psychological Studies
Health Disparities and Outcomes
Daria Gerasimova
University of Arkansas at Fayetteville
Education Systems and Policy
Behavioral and Psychological Studies
Health Disparities and Outcomes
Tharanga Mahesh Kumara Wijetunge
Lyon College
Education Systems and Policy
Behavioral and Psychological Studies
Innovative Teaching and Learning Methods
Maria Lambdin
University of Arkansas at Little Rock
Education Systems and Policy
Behavioral and Psychological Studies
Health Disparities and Outcomes