Andy Cavagnetto

946 total citations
29 papers, 614 citations indexed

About

Andy Cavagnetto is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Andy Cavagnetto has authored 29 papers receiving a total of 614 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 14 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Andy Cavagnetto's work include Science Education and Pedagogy (12 papers), Educational Strategies and Epistemologies (10 papers) and Innovative Teaching and Learning Methods (9 papers). Andy Cavagnetto is often cited by papers focused on Science Education and Pedagogy (12 papers), Educational Strategies and Epistemologies (10 papers) and Innovative Teaching and Learning Methods (9 papers). Andy Cavagnetto collaborates with scholars based in United States. Andy Cavagnetto's co-authors include Brian Hand, Lori Norton‐Meier, Richard Lamb, Holly Hansen‐Thomas, William B. Davis, Olusola Adesope, Peggy Brickman, Ying‐Chih Chen, Soonhye Park and Erin K. Washburn and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and Journal of Research in Science Teaching.

In The Last Decade

Andy Cavagnetto

28 papers receiving 568 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Andy Cavagnetto United States 12 492 417 45 41 34 29 614
Peggy Cuevas United States 5 482 1.0× 215 0.5× 37 0.8× 34 0.8× 29 0.9× 6 546
Shirley J. Magnusson United States 10 494 1.0× 351 0.8× 21 0.5× 50 1.2× 21 0.6× 19 606
Léonard P. Rivard Canada 8 532 1.1× 376 0.9× 25 0.6× 51 1.2× 84 2.5× 20 635
Sydney Farivar United States 6 434 0.9× 442 1.1× 62 1.4× 24 0.6× 18 0.5× 12 569
Stuart Naylor United Kingdom 10 596 1.2× 260 0.6× 57 1.3× 59 1.4× 17 0.5× 17 708
Stanley B. Straw Canada 5 479 1.0× 326 0.8× 23 0.5× 40 1.0× 63 1.9× 10 570
Brenda Keogh United Kingdom 10 495 1.0× 190 0.5× 45 1.0× 52 1.3× 15 0.4× 20 596
Michael S. Meloth United States 11 465 0.9× 521 1.2× 33 0.7× 34 0.8× 26 0.8× 16 666
Nancy R. Romance United States 11 282 0.6× 205 0.5× 16 0.4× 27 0.7× 24 0.7× 33 384
Angela Chan Turrou United States 7 848 1.7× 322 0.8× 33 0.7× 126 3.1× 36 1.1× 12 932

Countries citing papers authored by Andy Cavagnetto

Since Specialization
Citations

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

Fields of papers citing papers by Andy Cavagnetto

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Andy Cavagnetto

This figure shows the co-authorship network connecting the top 25 collaborators of Andy Cavagnetto. A scholar is included among the top collaborators of Andy Cavagnetto 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 Andy Cavagnetto. Andy Cavagnetto 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.
Patterson, John, et al.. (2024). Improving concept learning in education via category construction.. Journal of Educational Psychology. 1 indexed citations
2.
Hand, Brian & Andy Cavagnetto. (2023). Brian’s life is not just another brick in the wall: Reframing the metaphor of science teaching. Journal of Curriculum and Pedagogy. 22(2). 330–344. 3 indexed citations
3.
Cavagnetto, Andy, et al.. (2022). Presentation of Scientific Practices in Elementary Level Science Trade Books: An Examination of Trends Across Grade Level Bands. Canadian Journal of Science Mathematics and Technology Education. 22(4). 873–897. 1 indexed citations
4.
Cavagnetto, Andy, et al.. (2021). Discourse Remixed: Shifting Science Learning Through Talk. The Journal of Experimental Education. 91(2). 336–357. 4 indexed citations
5.
Jones, Wayne E., et al.. (2020). Go Green Using Sustainability Engineering In A Middle School Summer Program. Papers on Engineering Education Repository (American Society for Engineering Education). 15.625.1–15.625.7. 2 indexed citations
6.
Cavagnetto, Andy, et al.. (2019). Supporting student agency in science. Theory Into Practice. 59(2). 128–138. 14 indexed citations
7.
Cavagnetto, Andy, et al.. (2019). May I Have Your Attention: An Analysis of Teacher Responses During A Multi-Year Professional Learning Program. Journal of Science Teacher Education. 30(6). 549–566. 3 indexed citations
8.
Sundararajan, NarayanKripa, Olusola Adesope, & Andy Cavagnetto. (2018). The Process of Collaborative Concept Mapping in Kindergarten and the Effect on Critical Thinking Skills. Journal of STEM education. 19(1). 5–13. 17 indexed citations
9.
Cavagnetto, Andy, et al.. (2018). Priming students for whole-class interaction: using interdependence to support behavioral engagement. Social Psychology of Education. 21(4). 915–935. 4 indexed citations
10.
Cavagnetto, Andy, et al.. (2018). Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement. CBE—Life Sciences Education. 17(2). ar32–ar32. 40 indexed citations
11.
Cavagnetto, Andy, et al.. (2017). The Cooperative Classroom Environment Measure (CCEM): Refining a Measure that Assesses Factors Motivating Student Prosociality. International Journal of Science and Mathematics Education. 16(4). 677–697. 12 indexed citations
12.
Lamb, Richard, et al.. (2017). Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment. Learning Environments Research. 21(2). 229–244. 11 indexed citations
13.
Hand, Brian, Andy Cavagnetto, Ying‐Chih Chen, & Soonhye Park. (2016). Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments. Research in Science Education. 46(2). 223–241. 35 indexed citations
14.
Kurtz, Kenneth J., et al.. (2014). Optimizing the category construction task to promote learning and transfer of knowledge in classroom instruction. Cognitive Science. 36(36).
15.
Cavagnetto, Andy. (2011). The Multiple Faces of Argument in School Science.. 35(1). 34–37. 5 indexed citations
16.
Cavagnetto, Andy. (2010). Argument to Foster Scientific Literacy. Review of Educational Research. 80(3). 336–371. 279 indexed citations
17.
Brennan, Daniel C., et al.. (2010). Work in progress - Introducing engineering to middle-school students during a Green summer institute. F2E–1. 1 indexed citations
18.
Hansen‐Thomas, Holly & Andy Cavagnetto. (2010). What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study. Bilingual Research Journal. 33(2). 249–266. 23 indexed citations
19.
Cavagnetto, Andy. (2006). Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science. PhDT. 2 indexed citations
20.
Cavagnetto, Andy, et al.. (2005). Africa-America Institute-Iowa Math and Science Professional Development Workshop: A Distance Learning Approach for Math and Science Literacy in Africa. Bulletin of Science Technology & Society. 25(5). 446–454. 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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