Amy Spiegel
- Education top 5%
- Social Psychology top 10%
- Developmental and Educational Psychology top 10%
- Sociology and Political Science top 10%
- Safety Research top 5%
- Co-authors
- Judy DiamondJulia McQuillanRobert H. BruininksCamillia MatukWendy K. GramJoAnne W. PutnamE. Margaret EvansPatricia Wonch Hill
- Topics
- Animal and Plant Science Education (6 papers)Evolution and Science Education (5 papers)Disability Education and Employment (4 papers)
- Partner nations
- United StatesUnited KingdomAustralia
In The Last Decade
Amy Spiegel
34 papers receiving 614 citations
Peers
Comparison fields: 5 of 105
- Education 241
- Social Psychology 164
- Developmental and Educational Psychology 148
- Sociology and Political Science 145
- Safety Research 115
Countries citing papers authored by Amy Spiegel
This map shows the geographic impact of Amy Spiegel'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 Spiegel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Spiegel more than expected).
Fields of papers citing papers by Amy Spiegel
This network shows the impact of papers produced by Amy Spiegel. 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 Spiegel. The network helps show where Amy Spiegel may publish in the future.
Co-authorship network of co-authors of Amy Spiegel
This figure shows the co-authorship network connecting the top 25 collaborators of Amy Spiegel. A scholar is included among the top collaborators of Amy Spiegel 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 Spiegel. Amy Spiegel is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 1 | |
| 3 | 4 | |
| 4 | 1 | |
| 5 | 3 | |
| 6 | 46 | |
| 7 | 35 | |
| 8 | 25 | |
| 9 | 14 | |
| 10 | 9 | |
| 11 | 89 | |
| 12 | 40 | |
| 13 | 89 | |
| 14 | Integrating Developmental and Free-Choice Learning Frameworks to Investigate Conceptual Change in Visitor Understanding | 5 |
| 15 | 37 | |
| 16 | Wonderwise 4-H: Following in the Footsteps of Women Scientists | 2 |
| 17 | 12 | |
| 18 | 7 | |
| 19 | 40 | |
| 20 | 0 |
About Amy Spiegel
Amy Spiegel is a scholar working on History and Philosophy of Science, Safety Research and Museology, having authored 37 papers that have together received 710 indexed citations. Recurring topics across this work include Animal and Plant Science Education (6 papers), Evolution and Science Education (5 papers) and Disability Education and Employment (4 papers). The work is most often cited by research in History and Philosophy of Science (99 citations), Museology (55 citations) and Visual Arts and Performing Arts (71 citations). Amy Spiegel has collaborated with scholars based in United States, United Kingdom and Australia. Frequent co-authors include Judy Diamond, Julia McQuillan, Robert H. Bruininks, Camillia Matuk, Wendy K. Gram, JoAnne W. Putnam, E. Margaret Evans, Patricia Wonch Hill, Medha Tare and Brandy N. Frazier. Their work appears in journals such as PLoS ONE, Neurology and Journal of Research in Science Teaching.
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.