Alicia C. Alonzo

2.2k total citations
34 papers, 1.1k citations indexed

About

Alicia C. Alonzo is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Alicia C. Alonzo has authored 34 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 9 papers in Developmental and Educational Psychology and 3 papers in Experimental and Cognitive Psychology. Recurrent topics in Alicia C. Alonzo's work include Science Education and Pedagogy (18 papers), Student Assessment and Feedback (8 papers) and Teacher Education and Leadership Studies (7 papers). Alicia C. Alonzo is often cited by papers focused on Science Education and Pedagogy (18 papers), Student Assessment and Feedback (8 papers) and Teacher Education and Leadership Studies (7 papers). Alicia C. Alonzo collaborates with scholars based in United States, Germany and Czechia. Alicia C. Alonzo's co-authors include Jeffrey T. Steedle, Mark Wilson, Derek C. Briggs, Amelia Wenk Gotwals, Pamela R. Aschbacher, Tina Seidel, Mareike Kobarg, Claudia von Aufschnaiter, Kun Yuan and Richard Shavelson and has published in prestigious journals such as Teaching and Teacher Education, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Alicia C. Alonzo

31 papers receiving 995 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Alicia C. Alonzo United States 17 919 442 109 75 72 34 1.1k
Rosemary S. Russ United States 16 1.2k 1.3× 845 1.9× 106 1.0× 132 1.8× 82 1.1× 43 1.5k
John Schacter United States 15 756 0.8× 384 0.9× 115 1.1× 131 1.7× 43 0.6× 22 1.2k
Marcia H. Davis United States 10 629 0.7× 592 1.3× 130 1.2× 79 1.1× 89 1.2× 20 1.2k
Amelia Wenk Gotwals United States 17 773 0.8× 430 1.0× 54 0.5× 62 0.8× 85 1.2× 38 936
Lisa Kenyon United States 10 1.2k 1.3× 804 1.8× 72 0.7× 50 0.7× 127 1.8× 17 1.4k
Barbara Hug United States 11 853 0.9× 567 1.3× 64 0.6× 34 0.5× 126 1.8× 26 1.1k
Joe Krajcik United States 9 779 0.8× 518 1.2× 60 0.6× 32 0.4× 94 1.3× 17 976
Yael Shwartz Israel 10 1.1k 1.2× 636 1.4× 72 0.7× 37 0.5× 106 1.5× 18 1.3k
Emily H. van Zee United States 12 1.2k 1.3× 636 1.4× 89 0.8× 74 1.0× 98 1.4× 20 1.4k
M. Suzanne Donovan United States 9 730 0.8× 324 0.7× 59 0.5× 225 3.0× 57 0.8× 12 1.1k

Countries citing papers authored by Alicia C. Alonzo

Since Specialization
Citations

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

Fields of papers citing papers by Alicia C. Alonzo

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alicia C. Alonzo. 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 Alicia C. Alonzo. The network helps show where Alicia C. Alonzo may publish in the future.

Co-authorship network of co-authors of Alicia C. Alonzo

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

All Works

20 of 20 papers shown
1.
Alonzo, Alicia C., et al.. (2022). Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices. Science Education. 106(4). 852–889. 3 indexed citations
2.
Alonzo, Alicia C., et al.. (2018). Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking. Teaching and Teacher Education. 76. 283–297. 19 indexed citations
3.
Aufschnaiter, Claudia von & Alicia C. Alonzo. (2017). Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers’ video-based interpretation of student thinking. Applied Measurement in Education. 31(2). 113–127. 21 indexed citations
4.
Alonzo, Alicia C.. (2017). An argument for formative assessment with science learning progressions. Applied Measurement in Education. 31(2). 104–112. 38 indexed citations
5.
Alonzo, Alicia C. & Andrew Elby. (2014). The nature of student thinking and its implications for the use of learning progressions to inform classroom instruction. International Conference of Learning Sciences. 2. 1037–1041. 4 indexed citations
6.
Alonzo, Alicia C. & Amelia Wenk Gotwals. (2012). Learning progressions in science : current challenges and future directions. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 66 indexed citations
7.
Alonzo, Alicia C.. (2012). Learning progressions: significant promise, significant challenge. Zeitschrift für Erziehungswissenschaft. 15(1). 95–109. 9 indexed citations
8.
Alonzo, Alicia C., Mareike Kobarg, & Tina Seidel. (2012). Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases. Journal of Research in Science Teaching. 49(10). 1211–1239. 70 indexed citations
9.
Alonzo, Alicia C.. (2011). Learning Progressions That Support Formative Assessment Practices. Measurement Interdisciplinary Research and Perspectives. 9(2-3). 124–129. 28 indexed citations
10.
Alonzo, Alicia C.. (2010). Discourse as a lens for reframing consideration of learning progressions. International Conference of Learning Sciences. 588–595. 1 indexed citations
11.
Alonzo, Alicia C.. (2010). Considerations in Using Learning Progressions to Inform Achievement Level Descriptions. Measurement Interdisciplinary Research and Perspectives. 8(4). 204–208. 2 indexed citations
12.
Stecher, Brian M., et al.. (2007). Using Artifacts to Describe Instruction: Lessons Learned from Studying Reform-Oriented Instruction in Middle School Mathematics and Science. 7 indexed citations
13.
Alonzo, Alicia C.. (2007). Challenges of Simultaneously Defining and Measuring Knowledge for Teaching. Measurement Interdisciplinary Research and Perspectives. 5(2-3). 131–137. 9 indexed citations
14.
Aschbacher, Pamela R. & Alicia C. Alonzo. (2006). Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes. Educational Assessment. 11(3). 179–203. 22 indexed citations
15.
Briggs, Derek C., et al.. (2006). Diagnostic Assessment With Ordered Multiple-Choice Items. Educational Assessment. 11(1). 33–63. 200 indexed citations
16.
Borko, Hilda, et al.. (2005). Artifact Packages for Characterizing Classroom Practice: A Pilot Study. Educational Assessment. 10(2). 73–104. 44 indexed citations
17.
Le, Vi‐Nhuan, Brian M. Stecher, Laura S. Hamilton, et al.. (2004). Vignette-Based Surveys and the Mosaic II Project.
18.
Stecher, Brian M., et al.. (2003). Artifact Packages for Measuring Instructional Practice: A Pilot Study. 9 indexed citations
19.
Stecher, Brian M., et al.. (2003). Artifact Packages for Measuring Instructional Practice. 2 indexed citations
20.
Stecher, Brian M., Laura S. Hamilton, Gery W. Ryan, et al.. (2002). Measuring Reform-Oriented Instructional Practices in Mathematics and Science. 60(1). e64–e65. 8 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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