Amy D. Robertson

631 total citations
60 papers, 410 citations indexed

About

Amy D. Robertson is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Amy D. Robertson has authored 60 papers receiving a total of 410 indexed citations (citations by other indexed papers that have themselves been cited), including 45 papers in Education, 25 papers in Developmental and Educational Psychology and 8 papers in Sociology and Political Science. Recurrent topics in Amy D. Robertson's work include Science Education and Pedagogy (32 papers), Educational Strategies and Epistemologies (17 papers) and Education and Critical Thinking Development (12 papers). Amy D. Robertson is often cited by papers focused on Science Education and Pedagogy (32 papers), Educational Strategies and Epistemologies (17 papers) and Education and Critical Thinking Development (12 papers). Amy D. Robertson collaborates with scholars based in United States, Sweden and Canada. Amy D. Robertson's co-authors include Rachel E. Scherr, Jennifer Richards, Hunter G. Close, Paula R. L. Heron, Peter S. Shaffer, Stamatis Vokos, Andrew Elby, Sarah B. McKagan, Michael Wittmann and Virginia J. Flood and has published in prestigious journals such as BMJ, American Journal of Physics and Science Education.

In The Last Decade

Amy D. Robertson

47 papers receiving 400 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amy D. Robertson United States	13	339	190	36	29	26	60	410
Mervi A. Asikainen Finland	14	322 0.9×	132 0.7×	22 0.6×	17 0.6×	16 0.6×	36	377
Shannon Willoughby United States	11	216 0.6×	99 0.5×	26 0.7×	33 1.1×	24 0.9×	27	311
Eleanor W. Close United States	9	199 0.6×	108 0.6×	45 1.3×	25 0.9×	16 0.6×	27	285
Aletta Zietsman South Africa	4	363 1.1×	241 1.3×	54 1.5×	41 1.4×	16 0.6×	9	439
Helge Strömdahl Sweden	12	299 0.9×	163 0.9×	56 1.6×	32 1.1×	18 0.7×	24	405
George O’Brien United States	7	288 0.8×	126 0.7×	39 1.1×	22 0.8×	20 0.8×	20	357
Sunyono Sunyono Indonesia	8	385 1.1×	112 0.6×	43 1.2×	55 1.9×	23 0.9×	68	462
Suat Ünal Türkiye	10	374 1.1×	125 0.7×	25 0.7×	34 1.2×	12 0.5×	31	426
Gökhan Demircioğlu Türkiye	11	432 1.3×	149 0.8×	37 1.0×	28 1.0×	15 0.6×	39	487
Nancy Mattern United States	9	369 1.1×	189 1.0×	59 1.6×	47 1.6×	12 0.5×	10	459

Countries citing papers authored by Amy D. Robertson

Since Specialization

Citations

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

Fields of papers citing papers by Amy D. Robertson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy D. Robertson

This figure shows the co-authorship network connecting the top 25 collaborators of Amy D. Robertson. A scholar is included among the top collaborators of Amy D. Robertson 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 D. Robertson. Amy D. Robertson 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

Robertson, Amy D., et al.. (2025). Exposing and Challenging “Grit” in Physics Education. Science Education. 110(1). 102–116. 2 indexed citations

Robertson, Amy D., et al.. (2025). Physics Expertise as White Property: Entanglements Between Whiteness and Physics. Science Education. 109(6). 1760–1778.

Robertson, Amy D., et al.. (2024). Considerations for Collecting Racial Demographics Data in Physics Education Research. The Physics Video Demonstration Database (Cornell University). 399–406.

Robertson, Amy D., et al.. (2023). Physics teachers’ conceptions of equity: Access and achievement. Frontiers in Education. 8. 1 indexed citations

Robertson, Amy D., et al.. (2023). Teacher learning about the integration of energy and equity: A case study. Physical Review Physics Education Research. 19(1).

Scherr, Rachel E., et al.. (2021). Redefining Energy Justice in Physics Classrooms. Environmental Justice. 1 indexed citations

Robertson, Amy D., et al.. (2021). The Role of Physics Culture in Shaping In-Service Physics Teacher Identities and Framings of Equity: Two Case Studies. The Physics Video Demonstration Database (Cornell University). 264–269.

Robertson, Amy D., et al.. (2020). Identifying student resources for understanding kinematics. The Physics Video Demonstration Database (Cornell University). 57–62. 1 indexed citations

Robertson, Amy D., et al.. (2020). Toward characterizing the demographics of introductory physics courses. The Physics Video Demonstration Database (Cornell University). 346–351. 1 indexed citations

10.

Richards, Jennifer, et al.. (2020). Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking. Cognition and Instruction. 38(2). 116–152. 29 indexed citations

11.

Elby, Andrew, Melissa J. Luna, Amy D. Robertson, Daniel M. Levin, & Jennifer Richards. (2020). Framing Analysis Lite: A Tool for Teacher Educators.. ICLS.

12.

Corcoran, Jonathan, et al.. (2020). Identifying student conceptual resources for understanding electric current. The Physics Video Demonstration Database (Cornell University). 33–38. 1 indexed citations

13.

Robertson, Amy D., et al.. (2019). Pulses as not-objects: student responses to a new question about the superposition of mechanical waves. Physics Education. 54(5). 55023–55023.

14.

Robertson, Amy D., et al.. (2019). Examining the productiveness of student resources in a problem-solving interview. The Physics Video Demonstration Database (Cornell University).

15.

Robertson, Amy D., et al.. (2018). Student conceptual resources for understanding mechanical wave propagation. The Physics Video Demonstration Database (Cornell University). 148–151. 3 indexed citations

16.

Robertson, Amy D., et al.. (2018). Characterizing practices and resources for inclusive physics learning. The Physics Video Demonstration Database (Cornell University). 448–451. 1 indexed citations

17.

Robertson, Amy D., et al.. (2018). University Student Conceptual Resources for Understanding Forces. The Physics Video Demonstration Database (Cornell University). 332–335. 1 indexed citations

18.

Robertson, Amy D., et al.. (2016). Exploring the Role of Content Knowledge in Responsive Teaching. The Physics Video Demonstration Database (Cornell University). 272–275.

19.

Robertson, Amy D., et al.. (2015). Investigating the Proposed Affordances and Limitations of the Substance Metaphor for Energy. The Physics Video Demonstration Database (Cornell University). 103–106.

20.

Robertson, Amy D., et al.. (2014). Development of Novice Teachers' Views of Students Ideas as Sensible and Productive. The Physics Video Demonstration Database (Cornell University). 225–228. 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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