Brett Criswell

436 total citations
40 papers, 279 citations indexed

About

Brett Criswell is a scholar working on Education, Physical and Theoretical Chemistry and Developmental and Educational Psychology. According to data from OpenAlex, Brett Criswell has authored 40 papers receiving a total of 279 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 10 papers in Physical and Theoretical Chemistry and 10 papers in Developmental and Educational Psychology. Recurrent topics in Brett Criswell's work include Science Education and Pedagogy (15 papers), Teacher Education and Leadership Studies (13 papers) and Various Chemistry Research Topics (10 papers). Brett Criswell is often cited by papers focused on Science Education and Pedagogy (15 papers), Teacher Education and Leadership Studies (13 papers) and Various Chemistry Research Topics (10 papers). Brett Criswell collaborates with scholars based in United States. Brett Criswell's co-authors include Gregory T. Rushton, Kadir Demir, Meltem Alemdar, Christine Lotter, Scott McDonald, Herman E. Ray, Wendy Smith, Deborah G. Sauder, Mary M. Kirchhoff and Brendan Calandra and has published in prestigious journals such as Educational Researcher, Science Education and ACS Central Science.

In The Last Decade

Brett Criswell

38 papers receiving 254 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Brett Criswell United States 11 222 84 45 43 22 40 279
James A. Rudd United States 11 269 1.2× 88 1.0× 20 0.4× 42 1.0× 32 1.5× 14 342
Silvija Markic Germany 11 286 1.3× 152 1.8× 28 0.6× 16 0.4× 6 0.3× 20 345
Helen Parke United States 4 263 1.2× 131 1.6× 65 1.4× 10 0.2× 6 0.3× 7 289
Betül Demırdöğen Türkiye 12 322 1.5× 171 2.0× 27 0.6× 16 0.4× 11 0.5× 31 368
Evan Szu United States 6 264 1.2× 204 2.4× 11 0.2× 29 0.7× 6 0.3× 6 337
Deborah L. Hanson United States 5 267 1.2× 166 2.0× 58 1.3× 4 0.1× 10 0.5× 7 296
Brittland K. DeKorver United States 8 272 1.2× 57 0.7× 8 0.2× 162 3.8× 5 0.2× 15 316
Charles R. Coble United States 6 233 1.0× 56 0.7× 51 1.1× 6 0.1× 25 1.1× 26 279
Cynthia J. Luxford United States 10 373 1.7× 132 1.6× 8 0.2× 207 4.8× 3 0.1× 15 444
Ros Roberts United Kingdom 12 235 1.1× 126 1.5× 25 0.6× 5 0.1× 11 0.5× 19 294

Countries citing papers authored by Brett Criswell

Since Specialization
Citations

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

Fields of papers citing papers by Brett Criswell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Brett Criswell

This figure shows the co-authorship network connecting the top 25 collaborators of Brett Criswell. A scholar is included among the top collaborators of Brett Criswell 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 Brett Criswell. Brett Criswell 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.
Criswell, Brett, et al.. (2024). Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions. International Journal of Leadership in Education. 1–25. 2 indexed citations
2.
Smith, Wendy, et al.. (2023). From Becoming to Being: how STEM teachers develop leadership identities. International Journal of Leadership in Education. 1–28. 5 indexed citations
3.
Reid, Joshua W., et al.. (2022). Empowering teacher leaders: the role of research in changing teacher leaders’ sense of themselves as professionals. International Journal of Leadership in Education. 28(4). 758–801. 7 indexed citations
4.
Demir, Kadir, et al.. (2022). Impact of a Co-Taught Physics Course on Preservice Science Teachers’ Views of Teaching and Learning of Physics. Journal of College Science Teaching. 51(6). 83–92.
5.
Criswell, Brett, et al.. (2021). Program attributes for developing and supporting STEM teacher leaders. International Journal of Leadership in Education. 28(1). 190–213. 13 indexed citations
6.
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
7.
Lotter, Christine, et al.. (2021). The need for STEM teacher leadership. School Science and Mathematics. 121(3). 123–126. 10 indexed citations
8.
Criswell, Brett, et al.. (2020). Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice. Research in Science Education. 51(1). 209–224. 4 indexed citations
9.
Demir, Kadir, et al.. (2019). Constructing Teacher Leadership Through Mentoring: Functionality of Mentoring Practices in Evolving Teacher Leadership. Journal of Science Teacher Education. 30(3). 209–228. 19 indexed citations
10.
Alemdar, Meltem, et al.. (2018). Evaluation of a Noyce program: Development of teacher leaders in STEM education. Evaluation and Program Planning. 71. 1–11. 13 indexed citations
11.
Criswell, Brett, et al.. (2018). Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers. Science Education. 102(6). 1265–1287. 26 indexed citations
12.
Criswell, Brett, et al.. (2015). A new lens for supporting and studying science teacher reflections: situating the self in the [activity] system. Cultural Studies of Science Education. 10(4). 891–919. 3 indexed citations
13.
Criswell, Brett, et al.. (2014). Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study. Chemistry Education Research and Practice. 15(3). 354–365. 15 indexed citations
14.
Criswell, Brett & Gregory T. Rushton. (2013). Activity Structures and the Unfolding of Problem-Solving Actions in High-School Chemistry Classrooms. Research in Science Education. 44(1). 155–188. 4 indexed citations
15.
Rushton, Gregory T. & Brett Criswell. (2012). Cutting-Edge and Cross-Cutting: Connecting the Dots between Nanotechnology and High School Chemistry. Journal of Chemical Education. 89(10). 1217–1219. 7 indexed citations
16.
Criswell, Brett & Gregory T. Rushton. (2012). Conceptual Change, Productive Practices, and Themata: Supporting Chemistry Classroom Talk. Journal of Chemical Education. 89(10). 1236–1242. 6 indexed citations
17.
Criswell, Brett. (2011). Do You See What I See? Lessons about the Use of Models in High School Chemistry Classes. Journal of Chemical Education. 88(4). 415–419. 5 indexed citations
18.
Criswell, Brett. (2007). Connecting Acids and Bases with Encapsulation...and Chemistry with Nanotechnology. Journal of Chemical Education. 84(7). 1136–1136. 10 indexed citations
19.
Criswell, Brett. (2006). The Extraction and Isolation of Saltpeter from Nitered Soil. Journal of Chemical Education. 83(2). 241–242. 1 indexed citations
20.
Criswell, Brett. (2006). Ions or Molecules? Polymer Gels Can Tell. Journal of Chemical Education. 83(4). 576A–576A. 3 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by James A. Rudd Breakdown of academic impact, for papers by Silvija Markic Breakdown of academic impact, for papers by Helen Parke Breakdown of academic impact, for papers by Betül Demırdöğen Breakdown of academic impact, for papers by Evan Szu Breakdown of academic impact, for papers by Deborah L. Hanson Breakdown of academic impact, for papers by Brittland K. DeKorver Breakdown of academic impact, for papers by Charles R. Coble Breakdown of academic impact, for papers by Cynthia J. Luxford Breakdown of academic impact, for papers by Ros Roberts
Rankless by CCL
2026