Amy J. Phelps

540 total citations
21 papers, 360 citations indexed

About

Amy J. Phelps is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Amy J. Phelps has authored 21 papers receiving a total of 360 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Physical and Theoretical Chemistry. Recurrent topics in Amy J. Phelps's work include Innovative Teaching Methods (9 papers), Various Chemistry Research Topics (6 papers) and Science Education and Pedagogy (5 papers). Amy J. Phelps is often cited by papers focused on Innovative Teaching Methods (9 papers), Various Chemistry Research Topics (6 papers) and Science Education and Pedagogy (5 papers). Amy J. Phelps collaborates with scholars based in United States and Türkiye. Amy J. Phelps's co-authors include Ian Hawkins, Michael J. Sanger, Craig W. Bowen, Gary Wulfsberg, Angela T. Barlow, Erik L. Brincks, Mansoor Níaz, J. Dudley Herron, Gregory T. Rushton and Albert A. Mullin and has published in prestigious journals such as The Annals of Thoracic Surgery, American Mathematical Monthly and Journal of Chemical Education.

In The Last Decade

Amy J. Phelps

19 papers receiving 324 citations

Peers

Amy J. Phelps

EDUCA

DEP

PTC

ECP

K. A. Burke United States

Nitza Barnea Israel

Gayle Nicoll United States

Gregory L. Waddoups United States

Anna Karelina United States

James Nyachwaya United States

Martin Rusek Czechia

Alexandra Brandriet United States

Rüdiger Tiemann Germany

Jeffrey Nordine Germany

K. A. Burke United States

Amy J. Phelps

378 ×1.2

EDUCA

184 ×1.6

DEP

98 ×1.1

PTC

35 ×0.4

40 ×0.8

ECP

Citations per year, relative to Amy J. Phelps Amy J. Phelps (= 1×) peers K. A. Burke

Countries citing papers authored by Amy J. Phelps

Since Specialization

Citations

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

Fields of papers citing papers by Amy J. Phelps

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy J. Phelps

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

Reid, Joshua W., et al.. (2025). Investigating English Learners’ Engagement Challenges in a Process Oriented Guided Inquiry Learning (POGIL) Based General Chemistry Classroom. Journal of Chemical Education. 102(2). 473–484.

Kırbulut, Zübeyde Demet, et al.. (2024). Bridging the Gap: Examining Student Engagement in a Hybrid POGIL General Chemistry Class. Journal of Chemical Education. 101(12). 5147–5159.

Reid, Joshua W., et al.. (2024). Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding. Journal of Chemical Education. 101(3). 741–752. 2 indexed citations

Hawkins, Ian, et al.. (2019). Comparing the influence of visualization type in an electrochemistry laboratory on the student discourse: who do they talk to and what do they say?. Chemistry Education Research and Practice. 20(4). 851–861. 7 indexed citations

Barlow, Angela T., et al.. (2014). Modeling Instruction: The Impact of Professional Development on Instructional Practices.. Science educator. 23(1). 14–26. 13 indexed citations

Hawkins, Ian & Amy J. Phelps. (2013). Virtual laboratory vs. traditional laboratory: which is more effective for teaching electrochemistry?. Chemistry Education Research and Practice. 14(4). 516–523. 113 indexed citations

Phelps, Amy J., et al.. (2012). Effect of clickers versus online homework on students' long-term retention of general chemistry course material. Chemistry Education Research and Practice. 13(3). 325–329. 21 indexed citations

Phelps, Amy J., et al.. (2009). “Gone” into Solution: Assessing the Effect of Hands-On Activity on Students’ Comprehension of Solubility. Journal of Chemical Education. 87(1). 107–112. 13 indexed citations

Sanger, Michael J. & Amy J. Phelps. (2007). What Are Students Thinking When They Pick Their Answer? A Content Analysis of Students' Explanations of Gas Properties. Journal of Chemical Education. 84(5). 870–870. 18 indexed citations

10.

Sanger, Michael J., et al.. (2004). Simple Flame Test Techniques Using Cotton Swabs. Journal of Chemical Education. 81(7). 969–969. 8 indexed citations

11.

Phelps, Amy J., et al.. (2003). The Power of Practice: What Students Learn from How We Teach. Journal of Chemical Education. 80(7). 829–829. 15 indexed citations

12.

Sanger, Michael J., et al.. (2002). Rate Law Determination of Everyday Processes. Journal of Chemical Education. 79(8). 989–989. 2 indexed citations

13.

Sanger, Michael J., et al.. (2001). A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia. Journal of Chemical Education. 78(9). 1275–1275. 7 indexed citations

14.

Sanger, Michael J., et al.. (2000). Using a Computer Animation to Improve Students' Conceptual Understanding of a Can-Crushing Demonstration. Journal of Chemical Education. 77(11). 1517–1517. 72 indexed citations

15.

Phelps, Amy J., et al.. (1998). Improving Reading Engagement in the Primary Classroom.. The Annals of Thoracic Surgery. 64(3). 870–1. 1 indexed citations

16.

Bowen, Craig W. & Amy J. Phelps. (1997). Demonstration-Based Cooperative Testing in General Chemistry: A Broader Assessment-of-Learning Technique. Journal of Chemical Education. 74(6). 715–715. 19 indexed citations

17.

Phelps, Amy J., et al.. (1997). Portfolio Assessment in High School Chemistry: One Teacher's Guidelines. Journal of Chemical Education. 74(5). 528–528. 11 indexed citations

18.

Phelps, Amy J.. (1996). Teaching to Enhance Problem Solving: It's More than the Numbers. Journal of Chemical Education. 73(4). 301–301. 26 indexed citations

19.

Phelps, Amy J.. (1994). Qualitative Methodologies in Chemical Education Research: Challenging Comfortable Paradigms. Journal of Chemical Education. 71(3). 191–191. 10 indexed citations

20.

Níaz, Mansoor, J. Dudley Herron, & Amy J. Phelps. (1991). The effect of context on the translation of sentences into algebraic equations. Journal of Chemical Education. 68(4). 306–306. 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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