Ashlyn Pierson

474 total citations · 1 hit paper
22 papers, 320 citations indexed

About

Ashlyn Pierson is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Ashlyn Pierson has authored 22 papers receiving a total of 320 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 11 papers in Developmental and Educational Psychology and 7 papers in Literature and Literary Theory. Recurrent topics in Ashlyn Pierson's work include Innovative Teaching and Learning Methods (9 papers), Science Education and Pedagogy (6 papers) and Multilingual Education and Policy (5 papers). Ashlyn Pierson is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Science Education and Pedagogy (6 papers) and Multilingual Education and Policy (5 papers). Ashlyn Pierson collaborates with scholars based in United States and Canada. Ashlyn Pierson's co-authors include Douglas B. Clark, Corey Brady, Pratim Sengupta, Minjung Ryu, Sara Vogel, María González‐Howard, Gregory J. Kelly, Heather Johnson, Noel Enyedy and Shantanu Tilak and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and Journal of the Learning Sciences.

In The Last Decade

Ashlyn Pierson

18 papers receiving 310 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

2021 76 citations Ashlyn Pierson, Douglas B. Clark et al. Science Education profile →

Peers

Ashlyn Pierson

EDUCA

DEP

LLT

LL

Alison Haas United States

Scott E. Grapin United States

Faridah Pawan United States

Andrew Wild United States

Jingjing Hu Australia

Marco Bravo United States

Sylvia Celedón‐Pattichis United States

Boning Lyu Hong Kong

Nihat Polat United States

William P. Rivers United States

Alison Haas United States

Ashlyn Pierson

229 ×1.4

EDUCA

138 ×1.1

DEP

131 ×1.1

LLT

69 ×0.8

LL

57 ×1.0

LL

Citations per year, relative to Ashlyn Pierson Ashlyn Pierson (= 1×) peers Alison Haas

Countries citing papers authored by Ashlyn Pierson

Since Specialization

Citations

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

Fields of papers citing papers by Ashlyn Pierson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ashlyn Pierson

This figure shows the co-authorship network connecting the top 25 collaborators of Ashlyn Pierson. A scholar is included among the top collaborators of Ashlyn Pierson 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 Ashlyn Pierson. Ashlyn Pierson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Pierson, Ashlyn, et al.. (2025). Prompts or Protocol: Helping Teacher Candidates See Students’ Strengths. Proceedings.. 1183–1187.

2.

Pierson, Ashlyn, et al.. (2024). Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms. Science Education. 108(6). 1608–1636. 1 indexed citations

3.

Pierson, Ashlyn. (2024). Translanguaging in High School Science: Epistemic and Relational Sensemaking. Proceedings.. 1023–1026.

4.

Pierson, Ashlyn, et al.. (2024). Designing to support equity-as-transformation perspectives for multilingual science learners. Instructional Science. 52(5). 761–793. 4 indexed citations

5.

Pierson, Ashlyn, et al.. (2024). Supporting Equitable Noticing in Elementary Science Methods. Proceedings.. 2103–2104.

6.

Pierson, Ashlyn, et al.. (2023). Theorizing and Designing Relational Possibilities in Teaching and Learning. Proceedings.. 1593–1602.

7.

Pierson, Ashlyn, et al.. (2023). Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations. Science Education. 107(5). 1126–1162. 19 indexed citations

8.

Pierson, Ashlyn, et al.. (2023). Ideological sensemaking in an elementary science professional development community. Journal of the Learning Sciences. 32(4-5). 573–621. 7 indexed citations

9.

Pierson, Ashlyn, et al.. (2023). Science education with multilingual learners: Equity as access and equity as transformation. Science Education. 107(4). 999–1032. 26 indexed citations

10.

Pierson, Ashlyn, et al.. (2023). Designing courses with sustainable virtual learning communities: a STEM teacher candidate course that extends beyond higher education. Journal of Computing in Higher Education. 37(1). 225–247. 2 indexed citations

11.

Grapin, Scott E., et al.. (2023). Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom. Journal of Research in Science Teaching. 60(9). 1998–2041. 8 indexed citations

12.

Pierson, Ashlyn, Corey Brady, Douglas B. Clark, & Pratim Sengupta. (2022). Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum. Cognition and Instruction. 41(2). 125–157. 26 indexed citations

13.

Pierson, Ashlyn, Douglas B. Clark, & Corey Brady. (2021). Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement. Science Education. 105(4). 776–813. 76 indexed citations breakdown →

14.

Pierson, Ashlyn, et al.. (2021). A disciplinary perspective on translanguaging. Bilingual Research Journal. 44(3). 318–334. 34 indexed citations

15.

Pierson, Ashlyn & Corey Brady. (2020). Expanding Opportunities for Systems Thinking, Conceptual Learning, and Participation through Embodied and Computational Modeling. Systems. 8(4). 48–48. 17 indexed citations

16.

Pierson, Ashlyn, Corey Brady, & Douglas B. Clark. (2019). Correction to: Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom. Journal of Science Education and Technology. 29(1). 120–120. 2 indexed citations

17.

Pierson, Ashlyn & Douglas B. Clark. (2019). Sedimentation of Modeling Practices. Science & Education. 28(8). 897–925. 4 indexed citations

18.

Pierson, Ashlyn, Douglas B. Clark, & Gregory J. Kelly. (2019). Learning Progressions and Science Practices. Science & Education. 28(8). 833–841. 10 indexed citations

19.

Pierson, Ashlyn & Douglas B. Clark. (2018). Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse. Science Education. 102(6). 1336–1362. 13 indexed citations

20.

Pierson, Ashlyn, et al.. (2017). Learning progressions in context: Tensions and insights from a semester‐long middle school modeling curriculum. Science Education. 101(6). 1061–1088. 34 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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