Alison Haas

514 total citations
22 papers, 361 citations indexed

About

Alison Haas is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Alison Haas has authored 22 papers receiving a total of 361 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Literature and Literary Theory. Recurrent topics in Alison Haas's work include Science Education and Pedagogy (10 papers), Second Language Learning and Teaching (6 papers) and Diverse Educational Innovations Studies (5 papers). Alison Haas is often cited by papers focused on Science Education and Pedagogy (10 papers), Second Language Learning and Teaching (6 papers) and Diverse Educational Innovations Studies (5 papers). Alison Haas collaborates with scholars based in United States, Switzerland and China. Alison Haas's co-authors include Okhee Lee, Lorena Llosa, Scott E. Grapin, Feng Jiang, Michael J. Kieffer, Ashlyn Pierson, Joan D. Pasley, Eric R. Banilower and Kristen A. Malzahn and has published in prestigious journals such as American Educational Research Journal, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Alison Haas

20 papers receiving 337 citations

Peers

Alison Haas

EDUCA

DEP

LLT

Scott E. Grapin United States

Ashlyn Pierson United States

Máire Ní Ríordáin Ireland

Sylvia Celedón‐Pattichis United States

Joshua Brown Australia

Dennis Sayers United States

Joseph A. Martineau United States

Miles Myers United States

Sara Vogel United States

Daphne van Weijen Netherlands

Scott E. Grapin United States

Alison Haas

233 ×1.0

EDUCA

146 ×1.1

DEP

291 ×2.2

LLT

143 ×2.1

143 ×2.5

Citations per year, relative to Alison Haas Alison Haas (= 1×) peers Scott E. Grapin

Countries citing papers authored by Alison Haas

Since Specialization

Citations

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

Fields of papers citing papers by Alison Haas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alison Haas. 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 Alison Haas. The network helps show where Alison Haas may publish in the future.

Co-authorship network of co-authors of Alison Haas

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

All Works

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20 of 20 papers shown

Banilower, Eric R., et al.. (2024). Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners. Science Education. 109(1). 128–156. 2 indexed citations

Grapin, Scott E., et al.. (2024). Translanguaging in Formative Assessment. Science and Children. 61(4). 48–54. 2 indexed citations

Lee, Okhee, et al.. (2023). Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework. Science Education. 107(5). 1302–1323. 12 indexed citations

Haas, Alison, et al.. (2023). Teaching Teachers: Walking the Walk and Talking the Talk. Science and Children. 60(5). 60–63.

Grapin, Scott E., et al.. (2023). Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom. Journal of Research in Science Teaching. 60(9). 1998–2041. 8 indexed citations

Grapin, Scott E., et al.. (2023). Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making. Journal of Science Teacher Education. 34(5). 522–543. 6 indexed citations

Grapin, Scott E., Alison Haas, Lorena Llosa, & Okhee Lee. (2022). Developing instructional materials for English learners in the content areas: An illustration of traditional and contemporary materials in science education. TESOL Journal. 14(1). 5 indexed citations

Llosa, Lorena, Scott E. Grapin, & Alison Haas. (2022). Assessment for English Learners. Science and Children. 59(3). 58–63.

Haas, Alison, et al.. (2021). Teaching Teachers: Integrating Computational Modeling Into Science Instruction With English Learners. Science and Children. 58(5). 74–79. 3 indexed citations

10.

Grapin, Scott E., Lorena Llosa, Alison Haas, & Okhee Lee. (2021). Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry. Journal of Science Education and Technology. 31(1). 52–67. 18 indexed citations

11.

Haas, Alison, et al.. (2021). Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners. Journal of Science Teacher Education. 32(7). 735–756. 22 indexed citations

12.

Grapin, Scott E., et al.. (2019). Precision: Toward a meaning-centered view of language use with English learners in the content areas. Linguistics and Education. 50. 71–83. 25 indexed citations

13.

Lee, Okhee, et al.. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education. 103(2). 317–337. 89 indexed citations

14.

Haas, Alison, et al.. (2019). Integrating Crosscutting Concepts into Science Instruction. Science and Children. 57(2). 56–61. 3 indexed citations

15.

Grapin, Scott E., et al.. (2019). Beyond General-Purpose Talk Moves. Science and Children. 57(4). 36–43. 4 indexed citations

16.

Lee, Okhee, et al.. (2016). Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners. Journal of Research in Science Teaching. 53(4). 579–597. 47 indexed citations

17.

Haas, Alison, et al.. (2016). Explicitly Speaking: An Instructional Routine to Support Students’ Science Language Development. Science and Children. 53(8). 42–46. 2 indexed citations

18.

Llosa, Lorena, et al.. (2016). Impact of a Large-Scale Science Intervention Focused on English Language Learners. American Educational Research Journal. 53(2). 395–424. 70 indexed citations

19.

Lee, Okhee, et al.. (2016). School Resources in Teaching Science to Diverse Student Groups: An Intervention’s Effect on Elementary Teachers’ Perceptions. Journal of Science Teacher Education. 27(7). 769–794. 9 indexed citations

20.

Haas, Alison, et al.. (2015). Methods & Strategies: Deep Assessment.. 53(3). 73–77. 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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