Anna Maria Arias

672 total citations
27 papers, 438 citations indexed

About

Anna Maria Arias is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Anna Maria Arias has authored 27 papers receiving a total of 438 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 12 papers in Developmental and Educational Psychology and 3 papers in Social Psychology. Recurrent topics in Anna Maria Arias's work include Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (7 papers) and Innovative Teaching and Learning Methods (6 papers). Anna Maria Arias is often cited by papers focused on Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (7 papers) and Innovative Teaching and Learning Methods (6 papers). Anna Maria Arias collaborates with scholars based in United States. Anna Maria Arias's co-authors include Elizabeth A. Davis, Annemarie Sullivan Palincsar, P. Sean Smith, Allison Antink‐Meyer, Heather Johnson, Anthony W. Lorsbach, Brett Criswell, Tina Vo, Joshua A. Ellis and Brendan E. Callahan and has published in prestigious journals such as Educational Researcher, Teaching and Teacher Education and Journal of Research in Science Teaching.

In The Last Decade

Anna Maria Arias

25 papers receiving 414 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Anna Maria Arias United States 9 392 156 54 50 30 27 438
Carrie J. Beyer United States 7 367 0.9× 154 1.0× 65 1.2× 54 1.1× 9 0.3× 9 405
Kristen A. Malzahn United States 5 366 0.9× 149 1.0× 95 1.8× 31 0.6× 19 0.6× 9 431
Carrie Tzou United States 9 218 0.6× 92 0.6× 32 0.6× 84 1.7× 23 0.8× 24 370
Brenda Brand United States 10 359 0.9× 78 0.5× 92 1.7× 65 1.3× 18 0.6× 16 438
Leah A. Bricker United States 8 400 1.0× 270 1.7× 31 0.6× 81 1.6× 14 0.5× 16 524
Jeffrey Frykholm United States 12 621 1.6× 127 0.8× 63 1.2× 65 1.3× 22 0.7× 26 698
Mary D. Burbank United States 9 410 1.0× 98 0.6× 23 0.4× 76 1.5× 15 0.5× 27 471
Sevgi Aydın Türkiye 14 558 1.4× 231 1.5× 34 0.6× 45 0.9× 22 0.7× 52 642
Rebecca Katsh‐Singer United States 6 304 0.8× 193 1.2× 20 0.4× 36 0.7× 15 0.5× 6 354
Julie C. Brown United States 10 334 0.9× 90 0.6× 90 1.7× 85 1.7× 8 0.3× 27 419

Countries citing papers authored by Anna Maria Arias

Since Specialization
Citations

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

Fields of papers citing papers by Anna Maria Arias

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anna Maria Arias. 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 Anna Maria Arias. The network helps show where Anna Maria Arias may publish in the future.

Co-authorship network of co-authors of Anna Maria Arias

This figure shows the co-authorship network connecting the top 25 collaborators of Anna Maria Arias. A scholar is included among the top collaborators of Anna Maria Arias 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 Anna Maria Arias. Anna Maria Arias 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.
Arias, Anna Maria, et al.. (2024). Elementary Preservice Teachers’ Initial Knowledge for Teaching Related to Crosscutting Concepts Within 3D Learning and Teaching. Journal of College Science Teaching. 53(6). 598–606.
2.
Arias, Anna Maria, et al.. (2024). Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities. Teaching and Teacher Education. 144. 104585–104585. 2 indexed citations
3.
Arias, Anna Maria, et al.. (2023). Lesson Planning for Three-Dimensional Learning: Elementary Teachers’ Successes and Challenges with the Crosscutting Concepts. Journal of Science Teacher Education. 35(2). 153–175. 1 indexed citations
4.
Arias, Anna Maria, et al.. (2022). A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019. Journal of Research in Science Teaching. 59(6). 883–929. 7 indexed citations
5.
Criswell, Brett, et al.. (2021). The Framework for Analyzing Video in Science Teacher Education (FAVSTE). Journal of Science Teacher Education. 33(6). 621–640. 4 indexed citations
6.
Antink‐Meyer, Allison & Anna Maria Arias. (2021). Teachers’ Incorporation of Epistemic Practices in K-8 Engineering and Their Views About the Nature of Engineering Knowledge. Science & Education. 31(2). 357–382. 6 indexed citations
7.
Arias, Anna Maria, et al.. (2020). Axes of support: Explicit to implicit and practical to epistemic. ICLS. 5. 853. 3 indexed citations
8.
Arias, Anna Maria, et al.. (2020). Characterization of curriculum materials to support NGSS‐aligned engineering instruction in chemistry teaching. School Science and Mathematics. 120(7). 425–440. 2 indexed citations
9.
Antink‐Meyer, Allison & Anna Maria Arias. (2020). Teaching K-8 Teachers About Integrating Science and Engineering: An Engineering Learning Cycle Model and Acoustics Example. Journal of College Science Teaching. 49(5). 50–59. 2 indexed citations
10.
Arias, Anna Maria, et al.. (2020). The Framework for Analyzing Video in Science Teacher Education and Examples of its Broad Applicability. Florida International University Digital Commons (Florida International University). 5(4). 2 indexed citations
11.
Lorsbach, Anthony W., Anna Maria Arias, & Allison Antink‐Meyer. (2019). Charles Darwin, The Origin of Species, and Inductivism: Using Primary Sources and Controversy in the Elementary Preservice Classroom. Journal of College Science Teaching. 49(1). 70–75.
12.
Arias, Anna Maria, et al.. (2019). Defining the Third Dimension, A Necessary Precursor to Fulmer et al.’s Challenges. Journal of Research in Science Teaching. 56(4). 532–534. 4 indexed citations
13.
Arias, Anna Maria & Elizabeth A. Davis. (2017). Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program. Teaching and Teacher Education. 66. 204–218. 22 indexed citations
14.
Arias, Anna Maria, et al.. (2017). Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students’ Engagement in Science Argumentation. Journal of Science Teacher Education. 28(1). 11–35. 22 indexed citations
15.
Arias, Anna Maria, et al.. (2017). Unit Planning Using the Crosscutting Concepts. 40(9). 40. 2 indexed citations
16.
Davis, Elizabeth A., et al.. (2017). Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design. Educational Researcher. 46(6). 293–304. 101 indexed citations
17.
Arias, Anna Maria, et al.. (2016). Teachers’ use of educative curriculum materials to engage students in science practices. International Journal of Science Education. 38(9). 1504–1526. 35 indexed citations
18.
Arias, Anna Maria & Elizabeth A. Davis. (2016). Making and Recording Observations: When done Well, Observations can Serve as Evidence When Engaging in Science Practices. Science and Children. 53(8). 54–60. 1 indexed citations
19.
Arias, Anna Maria, et al.. (2015). Examining student work for evidence of teacher uptake of educative curriculum materials. Journal of Research in Science Teaching. 52(6). 816–846. 45 indexed citations
20.
Davis, Elizabeth A., et al.. (2014). Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process. Harvard Educational Review. 84(1). 24–52. 68 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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