Brenda Sugrue

866 total citations
22 papers, 552 citations indexed

About

Brenda Sugrue is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Brenda Sugrue has authored 22 papers receiving a total of 552 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Developmental and Educational Psychology and 3 papers in Social Psychology. Recurrent topics in Brenda Sugrue's work include Online and Blended Learning (6 papers), Innovative Teaching and Learning Methods (5 papers) and Student Assessment and Feedback (3 papers). Brenda Sugrue is often cited by papers focused on Online and Blended Learning (6 papers), Innovative Teaching and Learning Methods (5 papers) and Student Assessment and Feedback (3 papers). Brenda Sugrue collaborates with scholars based in United States and Canada. Brenda Sugrue's co-authors include Noreen M. Webb, Kariane Mari Nemer, Alexander W. Chizhik, Eva L. Baker, Harold F. O’Neil, Paul D. Nichols, Richard E. Clark, Harold D. Stolovitch, Thomas A. Rietz and Kenneth G. Brown and has published in prestigious journals such as American Educational Research Journal, Journal of Educational Computing Research and International Journal of Educational Research.

In The Last Decade

Brenda Sugrue

20 papers receiving 448 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Brenda Sugrue United States	10	313	217	82	81	58	22	552
Jennifer L. Kobrin United States	15	481 1.5×	103 0.5×	74 0.9×	112 1.4×	131 2.3×	64	793
Bernard R. Gifford United States	12	388 1.2×	197 0.9×	29 0.4×	53 0.7×	35 0.6×	37	611
Donald A. Stepich United States	12	369 1.2×	212 1.0×	57 0.7×	46 0.6×	9 0.2×	23	530
Bryan W. Griffin United States	12	362 1.2×	130 0.6×	119 1.5×	61 0.8×	19 0.3×	20	555
Jan Hochweber Germany	13	500 1.6×	162 0.7×	86 1.0×	113 1.4×	35 0.6×	32	653
Antony John Kunnan United States	18	518 1.7×	348 1.6×	82 1.0×	61 0.8×	130 2.2×	49	1.1k
Joseph J. Pedulla United States	15	690 2.2×	124 0.6×	59 0.7×	72 0.9×	40 0.7×	22	894
Barbara L. Martín United States	10	258 0.8×	139 0.6×	48 0.6×	38 0.5×	8 0.1×	20	405
Arthur A. Lumsdaine United States	9	175 0.6×	117 0.5×	60 0.7×	44 0.5×	39 0.7×	22	580
Jonathan Steinberg United States	16	228 0.7×	198 0.9×	37 0.5×	37 0.5×	35 0.6×	64	585

Countries citing papers authored by Brenda Sugrue

Since Specialization

Citations

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

Fields of papers citing papers by Brenda Sugrue

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Brenda Sugrue

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

Sugrue, Brenda, et al.. (2008). Distance Learning: Relationships among Class Size, Instructor Location, Student Perceptions, and Performance. Performance Improvement Quarterly. 12(3). 44–57. 8 indexed citations

Brown, Kenneth G., Thomas A. Rietz, & Brenda Sugrue. (2008). The Effects of Videoconferencing, Class Size, and Learner Characteristics on Training Outcomes. Performance Improvement Quarterly. 18(1). 59–82. 9 indexed citations

Sugrue, Brenda, et al.. (2006). Profiling a New Breed of Learning Executive. Scholarly Commons (University of Pennsylvania). 5 indexed citations

Sugrue, Brenda. (2004). Validated dpractice. The research base for performance improvement. Performance Improvement Journal. 43(6). 8–13. 4 indexed citations

Sugrue, Brenda. (2004). Five Instructional Design Principles Worth Revisiting. 2 indexed citations

Short, Darren C., et al.. (2004). Time to recognize and reward those who link research and practice. Human Resource Development Quarterly. 15(3). 259–262. 7 indexed citations

Sugrue, Brenda. (2002). Performance-based instructional design for E-learning. Performance Improvement Journal. 41(7). 47–53. 6 indexed citations

Sugrue, Brenda & Harold D. Stolovitch. (2000). Report of 1999 ISPI symposium appropriate inquiry in human performance technology. Performance Improvement Journal. 39(1). 33–36. 14 indexed citations

Nichols, Paul D. & Brenda Sugrue. (1999). The Lack of Fidelity Between Cognitively Complex Constructs and Conventional Test Development Practice. Educational Measurement Issues and Practice. 18(2). 18–29. 39 indexed citations

10.

Webb, Noreen M., Kariane Mari Nemer, Alexander W. Chizhik, & Brenda Sugrue. (1998). Equity Issues in Collaborative Group Assessment: Group Composition and Performance. American Educational Research Journal. 35(4). 607–651. 165 indexed citations

11.

Sugrue, Brenda, et al.. (1998). The Interchangeability of Assessment Methods in Science. CSE Technical Report 474.. 2 indexed citations

12.

Sugrue, Brenda, et al.. (1997). Beyond information: Increasing the range of instructional resources on the world wide web. TechTrends. 42(2). 38–42.

13.

Sugrue, Brenda. (1995). A Theory‐Based Framework for Assessing Domainl‐Specific Problem‐Solving Ability. Educational Measurement Issues and Practice. 14(3). 29–35. 73 indexed citations

14.

O’Neil, Harold F., Brenda Sugrue, & Eva L. Baker. (1995). Effects of Motivational Interventions on the National Assessment of Educational Progress Mathematics Performance. Educational Assessment. 3(2). 135–157. 91 indexed citations

15.

Sugrue, Brenda. (1995). Mapping Test Items to the 1992 NAEP Mathematics Achievement Level Descriptions: Mathematics Educators' Interpretations and Their Relationship to Student Performance.. 1 indexed citations

16.

Burstein, Leigh, et al.. (1995). Describing Performance Standards: Validity of the 1992 National Assessment of Educational Progress Achievement Level Descriptors as Characterizations of Mathematics Performance. Educational Assessment. 3(1). 9–51. 12 indexed citations

17.

Sugrue, Brenda. (1993). Specifications for the Design of Problem-Solving Assessments in Science. Project 2.1. Designs for Assessing Individual and Group Problem-Solving.. 7 indexed citations

18.

Sugrue, Brenda, et al.. (1991). Which Comes First the Simulation or the Lecture?. Journal of Educational Computing Research. 7(4). 469–481. 36 indexed citations

19.

Clark, Richard E. & Brenda Sugrue. (1990). North American disputes about research on learning from media. International Journal of Educational Research. 14(6). 507–520. 20 indexed citations

20.

Sugrue, Brenda, et al.. (1989). Effects of Discovery and Expository Instruction on Recall and Transfer of Procedural Knowledge: Interactions with Learner Aptitude.. 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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