Amy C. Bradshaw

590 total citations
21 papers, 335 citations indexed

About

Amy C. Bradshaw is a scholar working on Education, Developmental and Educational Psychology and Media Technology. According to data from OpenAlex, Amy C. Bradshaw has authored 21 papers receiving a total of 335 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 5 papers in Developmental and Educational Psychology and 4 papers in Media Technology. Recurrent topics in Amy C. Bradshaw's work include Online and Blended Learning (10 papers), Innovative Teaching and Learning Methods (5 papers) and Engineering Education and Curriculum Development (4 papers). Amy C. Bradshaw is often cited by papers focused on Online and Blended Learning (10 papers), Innovative Teaching and Learning Methods (5 papers) and Engineering Education and Curriculum Development (4 papers). Amy C. Bradshaw collaborates with scholars based in United States, Australia and United Kingdom. Amy C. Bradshaw's co-authors include Kui Xie, Ching‐Huei Chen, Kathryn T. Stevenson, M. Nils Peterson, E. Helene Sage, Barry Starcher, Martha Rogers, Patricia L. Hardré, Farrokh Mistree and Zahed Siddique and has published in prestigious journals such as PLoS ONE, Journal of Investigative Dermatology and The Internet and Higher Education.

In The Last Decade

Amy C. Bradshaw

19 papers receiving 299 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amy C. Bradshaw United States 10 203 127 58 50 43 21 335
Anders Jakobsson Sweden 12 238 1.2× 161 1.3× 86 1.5× 21 0.4× 22 0.5× 30 431
Jean MacGregor United States 13 450 2.2× 92 0.7× 30 0.5× 30 0.6× 20 0.5× 21 586
Joyce Parker United States 11 466 2.3× 182 1.4× 32 0.6× 33 0.7× 36 0.8× 25 556
Carrie Tzou United States 9 218 1.1× 92 0.7× 84 1.4× 35 0.7× 35 0.8× 24 370
Shamila Janakiraman United States 10 135 0.7× 96 0.8× 33 0.6× 64 1.3× 69 1.6× 25 280
Trish Andrews Australia 9 215 1.1× 66 0.5× 50 0.9× 49 1.0× 9 0.2× 27 348
Marcelle A. Siegel United States 14 546 2.7× 236 1.9× 53 0.9× 33 0.7× 41 1.0× 40 672
Luís Tinoca Portugal 12 286 1.4× 100 0.8× 58 1.0× 46 0.9× 9 0.2× 36 415
Leah A. Bricker United States 8 400 2.0× 270 2.1× 81 1.4× 25 0.5× 30 0.7× 16 524
Carolyn Haynes United States 10 211 1.0× 52 0.4× 50 0.9× 19 0.4× 9 0.2× 21 396

Countries citing papers authored by Amy C. Bradshaw

Since Specialization
Citations

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

Fields of papers citing papers by Amy C. Bradshaw

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy C. Bradshaw

This figure shows the co-authorship network connecting the top 25 collaborators of Amy C. Bradshaw. A scholar is included among the top collaborators of Amy C. Bradshaw 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 Amy C. Bradshaw. Amy C. Bradshaw 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.
Bradshaw, Amy C., Zahed Siddique, Patricia L. Hardré, & Farrokh Mistree. (2020). Experiential Learning to Support an Innovation Disposition within Engineering Education. Papers on Engineering Education Repository (American Society for Engineering Education). 22.681.1–22.681.24. 1 indexed citations
2.
Dickson-Deane, Camille, Amy C. Bradshaw, & Tutaleni I. Asino. (2018). Recognizing the Inseparability of Culture, Learning, and Technology. TechTrends. 62(4). 310–311. 3 indexed citations
3.
Bradshaw, Amy C.. (2018). Reconsidering the Instructional Design and Technology Timeline Through a Lens of Social Justice. TechTrends. 62(4). 336–344. 10 indexed citations
4.
Stevenson, Kathryn T., M. Nils Peterson, & Amy C. Bradshaw. (2016). How Climate Change Beliefs among U.S. Teachers Do and Do Not Translate to Students. PLoS ONE. 11(9). e0161462–e0161462. 48 indexed citations
5.
Bradshaw, Amy C.. (2014). Progress Can Really Set You Back. TechTrends. 58(6). 10–11.
6.
Xie, Kui, et al.. (2013). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. The Internet and Higher Education. 20. 10–19. 80 indexed citations
7.
Siddique, Zahed, Amy C. Bradshaw, Patricia L. Hardré, & Farrokh Mistree. (2011). Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies. 705–716. 1 indexed citations
8.
Siddique, Zahed, Patricia L. Hardré, Amy C. Bradshaw, Mrinal C. Saha, & Farrokh Mistree. (2010). Fostering Innovation Through Experiential Learning. 10 indexed citations
9.
Xie, Kui & Amy C. Bradshaw. (2008). Using Question Prompts to Support Ill-Structured Problem Solving in Online Peer Collaborations. 21 indexed citations
10.
Chen, Ching‐Huei & Amy C. Bradshaw. (2007). The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration and Ill-Structured Problem Solving. Journal of Research on Technology in Education. 39(4). 359–375. 55 indexed citations
11.
Bradshaw, Amy C., et al.. (2006). Project-based learning in an internship program: A qualitative study of related roles and their motivational attributes. Educational Technology Research and Development. 56(3). 329–359. 41 indexed citations
12.
Bradshaw, Amy C., et al.. (2004). Development of UV-Induced Squamous Cell Carcinomas Is Suppressed in the Absence of SPARC. Journal of Investigative Dermatology. 123(3). 592–599. 23 indexed citations
13.
Bradshaw, Amy C.. (2003). Effects of Presentation Interference in Learning with Visuals. Journal of Visual Literacy. 23(1). 41–68. 7 indexed citations
14.
Bradshaw, Amy C., et al.. (2003). Effects of an Online Visual Procedure on Task Completion, Time, and Attitude. Journal of Educational Computing Research. 29(4). 401–417. 3 indexed citations
15.
Bradshaw, Amy C., et al.. (2003). Reflecting on ethics, ethical codes, and relevance in an international instructional technology community. TechTrends. 47(6). 12–18. 2 indexed citations
16.
Bradshaw, Amy C., et al.. (2002). The Relationship of the World Wide Web to Thinking Skills. Educational Media International. 39(3-4). 275–284. 13 indexed citations
17.
Bradshaw, Amy C., et al.. (2002). Dual academic careers: Issues and personal perspectives. Educational Technology Research and Development. 50(3). 98–104. 1 indexed citations
18.
Bradshaw, Amy C., et al.. (2002). Effects of White Space in Learning via the Web. Journal of Educational Computing Research. 26(2). 191–201. 4 indexed citations
19.
Bradshaw, Amy C., et al.. (2002). Making the most of instructional technology internships. Performance Improvement Journal. 41(1). 19–25. 2 indexed citations
20.
Bradshaw, Amy C.. (1997). Measuring the learning cost of presentation interference. 1–184. 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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