April Luehmann

1.5k total citations
23 papers, 993 citations indexed

About

April Luehmann is a scholar working on Education, General Agricultural and Biological Sciences and Developmental and Educational Psychology. According to data from OpenAlex, April Luehmann has authored 23 papers receiving a total of 993 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 6 papers in General Agricultural and Biological Sciences and 6 papers in Developmental and Educational Psychology. Recurrent topics in April Luehmann's work include Diverse Educational Innovations Studies (6 papers), Innovative Teaching and Learning Methods (6 papers) and Science Education and Pedagogy (5 papers). April Luehmann is often cited by papers focused on Diverse Educational Innovations Studies (6 papers), Innovative Teaching and Learning Methods (6 papers) and Science Education and Pedagogy (5 papers). April Luehmann collaborates with scholars based in United States. April Luehmann's co-authors include Sasha A. Barab, Dina G. Markowitz, James G. MaKinster, Kurt Squire, Michael Barnett, Andrew Dickson White, Yang Zhang, Raffaella Borasi, Yang Zhang and Heather Johnson and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and International Journal of Science Education.

In The Last Decade

April Luehmann

22 papers receiving 859 citations

Peers

April Luehmann

EDUCA

DEP

SPS

GABS

Lawrence P. Gallagher United States

Francesca M. Forzani United States

Carla Zembal‐Saul United States

Randy Yerrick United States

Eugene Judson United States

Alister Jones New Zealand

Joseph L. Polman United States

Ian Ginns Australia

Jennifer Berne United States

Cathy Ringstaff United States

Lawrence P. Gallagher United States

April Luehmann

1.2k ×1.6

EDUCA

389 ×1.2

DEP

127 ×0.7

SPS

157 ×1.0

GABS

89 ×1.2

Citations per year, relative to April Luehmann April Luehmann (= 1×) peers Lawrence P. Gallagher

Countries citing papers authored by April Luehmann

Since Specialization

Citations

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

Fields of papers citing papers by April Luehmann

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of April Luehmann

This figure shows the co-authorship network connecting the top 25 collaborators of April Luehmann. A scholar is included among the top collaborators of April Luehmann 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 April Luehmann. April Luehmann 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

Olson, Heather Carmichael, Claire D. Coles, Cristiano Tapparello, et al.. (2025). The Families Moving Forward Connect Teacher Companion website: Development and initial pilot randomized trial of an FASD‐informed resource for teachers. Alcohol Clinical and Experimental Research. 49(12). 2796–2809.

Zhou, Xiaofei, et al.. (2024). Approaching “Filter Bubble” in Recommendation Systems: A Transformative AI Literacy Learning Experience. Proceedings.. 490–497. 1 indexed citations

Luehmann, April, et al.. (2024). A Core Set of Practices for Justice-Centered Ambitious Science. Proceedings.. 1438–1441. 2 indexed citations

Campbell, Todd, et al.. (2024). “I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities. Journal of Research in Science Teaching. 62(4). 1040–1072. 1 indexed citations

Luehmann, April. (2022). Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology. Science Education. 106(6). 1346–1353. 2 indexed citations

Thompson, Jessica, et al.. (2021). C ² ast (Critical and Cultural Approaches to Ambitious Science Teaching). The Science Teacher. 89(1). 58–64. 6 indexed citations

Zhang, Yang, et al.. (2018). Social and Tactile Mixed Reality Increases Student Engagement in Undergraduate Lab Activities. Journal of Chemical Education. 95(10). 1755–1762. 28 indexed citations

Luehmann, April, et al.. (2016). “Reflexivity Is Kicking Our Asses”: Tensions in Foregrounding Photographs in a Multimodal Ethnographic Analysis of Participation. Anthropology & Education Quarterly. 47(4). 421–443. 4 indexed citations

Luehmann, April. (2016). Practice-Linked Identity Development in Science Teacher Education: GET REAL! Science as a Figured World. 15–47. 3 indexed citations

10.

Luehmann, April & Raffaella Borasi. (2011). Blogging as Change: Transforming Science and Math Education through New Media Literacies. New Literacies and Digital Epistemologies. Volume 41.. 3 indexed citations

11.

Luehmann, April, et al.. (2009). How Can Blogging Help Teachers Realize the Goals of Reform-based Science Instruction? A Study of Nine Classroom Blogs. Journal of Science Education and Technology. 18(3). 275–290. 15 indexed citations

12.

Luehmann, April. (2009). Students’ Perspectives of a Science Enrichment Programme: Out‐of‐school inquiry as access. International Journal of Science Education. 31(13). 1831–1855. 48 indexed citations

13.

Luehmann, April. (2008). Blogs' Affordances for Identity Work: Insights Gained From an Urban Teacher's Blog. The New Educator. 4(3). 175–198. 7 indexed citations

14.

Luehmann, April, et al.. (2008). Teacher professional identity development with social networking technologies: learning reform through blogging. Educational Media International. 45(4). 323–333. 74 indexed citations

15.

Luehmann, April. (2008). Accessing resources for identity development by urban students and teachers: foregrounding context. Cultural Studies of Science Education. 4(1). 51–66. 17 indexed citations

16.

Luehmann, April, et al.. (2008). Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging. School Science and Mathematics. 108(5). 173–183. 27 indexed citations

17.

Luehmann, April & Dina G. Markowitz. (2007). Science Teachers’ Perceived Benefits of an Out‐of‐school Enrichment Programme: Identity needs and university affordances. International Journal of Science Education. 29(9). 1133–1161. 61 indexed citations

18.

Luehmann, April. (2007). Identity development as a lens to science teacher preparation. Science Education. 91(5). 822–839. 273 indexed citations

19.

Squire, Kurt, et al.. (2003). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education. 87(4). 468–489. 141 indexed citations

20.

Luehmann, April. (2001). Factors affecting secondary science teachers' appraisal and adoption of technology -rich project -based learning environments.. Deep Blue (University of Michigan). 5 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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