Amber Benedict

624 total citations
27 papers, 364 citations indexed

About

Amber Benedict is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Amber Benedict has authored 27 papers receiving a total of 364 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 12 papers in Developmental and Educational Psychology and 9 papers in Safety Research. Recurrent topics in Amber Benedict's work include Disability Education and Employment (9 papers), Collaborative Teaching and Inclusion (9 papers) and Teacher Education and Leadership Studies (9 papers). Amber Benedict is often cited by papers focused on Disability Education and Employment (9 papers), Collaborative Teaching and Inclusion (9 papers) and Teacher Education and Leadership Studies (9 papers). Amber Benedict collaborates with scholars based in United States, Taiwan and Moldova. Amber Benedict's co-authors include Mary T. Brownell, Yujeong Park, Elizabeth Bettini, Alexandra A. Lauterbach, Walter L. Leite, Melinda M. Leko, Jean B. Crockett, Maureen A. Conroy, David S. Knight and Pedro Reyes and has published in prestigious journals such as Educational Researcher, Teaching and Teacher Education and Remedial and Special Education.

In The Last Decade

Amber Benedict

22 papers receiving 334 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amber Benedict United States 11 266 104 102 58 29 27 364
Sarah A. Nagro United States 13 399 1.5× 157 1.5× 110 1.1× 87 1.5× 15 0.5× 46 519
Adam Lekwa United States 12 257 1.0× 134 1.3× 39 0.4× 81 1.4× 37 1.3× 34 360
Mary Theresa Kiely United States 7 375 1.4× 171 1.6× 179 1.8× 62 1.1× 9 0.3× 10 477
Anna S. Evmenova United States 9 183 0.7× 70 0.7× 57 0.6× 34 0.6× 36 1.2× 13 284
Catherine Cobb Morocco United States 10 274 1.0× 138 1.3× 67 0.7× 27 0.5× 18 0.6× 32 351
Poldi Kuhl Germany 9 197 0.7× 81 0.8× 31 0.3× 46 0.8× 29 1.0× 29 329
Jeanette Berman Australia 9 137 0.5× 76 0.7× 25 0.2× 43 0.7× 18 0.6× 35 255
Júlia Griful-Freixenet Belgium 7 235 0.9× 42 0.4× 112 1.1× 15 0.3× 22 0.8× 7 337
Ellen M. Tomchin United States 11 322 1.2× 72 0.7× 69 0.7× 44 0.8× 86 3.0× 13 444
Dan Berebitsky United States 9 269 1.0× 131 1.3× 25 0.2× 19 0.3× 33 1.1× 12 358

Countries citing papers authored by Amber Benedict

Since Specialization
Citations

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

Fields of papers citing papers by Amber Benedict

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amber Benedict

This figure shows the co-authorship network connecting the top 25 collaborators of Amber Benedict. A scholar is included among the top collaborators of Amber Benedict 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 Amber Benedict. Amber Benedict 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.
2.
Benedict, Amber, et al.. (2024). A Systematic Review of Online Teaching Methods in Higher Education. Journal of Higher Education Theory and Practice. 24(8).
3.
Huggins‐Manley, Anne Corinne, et al.. (2024). A Method of Empirical Q-Matrix Validation for Multidimensional Item Response Theory. Applied Measurement in Education. 37(2). 177–190.
4.
Benedict, Amber, et al.. (2024). The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction. Remedial and Special Education. 46(3). 176–190.
5.
Benedict, Amber, et al.. (2022). Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change. Teaching and Teacher Education. 122. 103951–103951. 6 indexed citations
6.
Dawson, Kara, et al.. (2022). Using a comic book to engage students in a cryptology and cybersecurity curriculum. Journal of Research on Technology in Education. 56(4). 373–391. 1 indexed citations
7.
Benedict, Amber, Linda P. Blanton, Mary T. Brownell, & Jane West. (2022). Deans as Agents of Change for Inclusive Teacher Education. The Teacher Educator. 58(2). 178–198. 1 indexed citations
8.
DeMatthews, David E., David S. Knight, Pedro Reyes, Amber Benedict, & Rebecca M. Callahan. (2020). From the Field: Education Research During a Pandemic. Educational Researcher. 49(6). 398–402. 48 indexed citations
9.
Benedict, Amber, et al.. (2020). Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 44(2). 134–159. 6 indexed citations
10.
Park, Yujeong, Mary Theresa Kiely, Mary T. Brownell, & Amber Benedict. (2019). Relationships among Special Education Teachers’ Knowledge, Instructional Practice and Students’ Performance in Reading Fluency. Learning Disabilities Research and Practice. 34(2). 85–96. 4 indexed citations
11.
Brownell, Mary T., et al.. (2019). A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices. Remedial and Special Education. 40(6). 338–355. 46 indexed citations
12.
Lauterbach, Alexandra A., et al.. (2019). Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development. Journal of Science Teacher Education. 31(1). 56–74. 7 indexed citations
13.
Brownell, Mary T., et al.. (2018). Preparing general and special education preservice teachers for response to intervention: A practice-based approach. 121–145. 1 indexed citations
14.
15.
Bettini, Elizabeth, Mary T. Brownell, Maureen A. Conroy, et al.. (2017). Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions. Remedial and Special Education. 38(4). 246–256. 87 indexed citations
16.
Bettini, Elizabeth, et al.. (2016). Cultivating a Community of Effective Special Education Teachers. Remedial and Special Education. 38(2). 111–126. 10 indexed citations
17.
18.
Bettini, Elizabeth, et al.. (2016). Situating Special Educators’ Instructional Quality and Their Students’ Outcomes within the Conditions Shaping Their Work. Exceptionality. 24(3). 176–193. 10 indexed citations
19.
Brownell, Mary T., Alexandra A. Lauterbach, Alison G. Boardman, et al.. (2013). Individual and Contextual Factors Influencing Special Education Teacher Learning in Literacy Learning Cohorts. Learning Disability Quarterly. 37(1). 31–44. 33 indexed citations
20.
Roberts, Carly A., et al.. (2013). Cooperating Teachers’ Role in Preparing Preservice Special Education Teachers. Intervention in School and Clinic. 49(3). 174–180. 16 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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2026