Brian A. Bottge

1.9k total citations
40 papers, 1.1k citations indexed

About

Brian A. Bottge is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Brian A. Bottge has authored 40 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 25 papers in Statistics and Probability and 15 papers in Developmental and Educational Psychology. Recurrent topics in Brian A. Bottge's work include Cognitive and developmental aspects of mathematical skills (22 papers), Mathematics Education and Teaching Techniques (15 papers) and Education and Technology Integration (7 papers). Brian A. Bottge is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (22 papers), Mathematics Education and Teaching Techniques (15 papers) and Education and Technology Integration (7 papers). Brian A. Bottge collaborates with scholars based in United States, Ireland and United Kingdom. Brian A. Bottge's co-authors include Ted S. Hasselbring, Allan S. Cohen, Ronald C. Serlin, Xin Ma, Sun‐Joo Cho, Michael D. Toland, Mark H. Butler, Feiming Li, Jonathan Templin and Timothy Grant and has published in prestigious journals such as Psychometrika, Educational and Psychological Measurement and Educational Technology Research and Development.

In The Last Decade

Brian A. Bottge

40 papers receiving 968 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Brian A. Bottge United States 19 677 561 518 143 112 40 1.1k
Rianne Janssen Belgium 17 682 1.0× 449 0.8× 377 0.7× 13 0.1× 276 2.5× 73 1.4k
Raymond Duval France 13 1.2k 1.8× 522 0.9× 326 0.6× 27 0.2× 19 0.2× 45 1.5k
Victoria R. Jacobs United States 15 2.1k 3.1× 871 1.6× 570 1.1× 29 0.2× 16 0.1× 35 2.4k
Karen S. Karp United States 13 1.3k 2.0× 669 1.2× 306 0.6× 31 0.2× 12 0.1× 64 1.6k
Douglas A. Grouws United States 13 1.2k 1.7× 335 0.6× 398 0.8× 42 0.3× 11 0.1× 50 1.4k
Janette Bobis Australia 21 813 1.2× 258 0.5× 288 0.6× 58 0.4× 11 0.1× 72 1.2k
Jane O. Swafford United States 12 2.2k 3.2× 1.1k 2.0× 516 1.0× 31 0.2× 16 0.1× 24 2.5k
Chaitanya Ramineni United States 13 1.4k 2.1× 1.4k 2.5× 864 1.7× 21 0.1× 26 0.2× 23 1.9k
Ron Tzur United States 18 1.1k 1.6× 674 1.2× 362 0.7× 25 0.2× 11 0.1× 62 1.3k
Rina Zazkis Canada 27 1.9k 2.8× 1.1k 1.9× 396 0.8× 22 0.2× 16 0.1× 114 2.2k

Countries citing papers authored by Brian A. Bottge

Since Specialization
Citations

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

Fields of papers citing papers by Brian A. Bottge

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Brian A. Bottge. 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 Brian A. Bottge. The network helps show where Brian A. Bottge may publish in the future.

Co-authorship network of co-authors of Brian A. Bottge

This figure shows the co-authorship network connecting the top 25 collaborators of Brian A. Bottge. A scholar is included among the top collaborators of Brian A. Bottge 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 Brian A. Bottge. Brian A. Bottge 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.
Bottge, Brian A., et al.. (2017). Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms. Exceptional Children. 84(2). 197–212. 22 indexed citations
2.
Bottge, Brian A., et al.. (2015). Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms. Exceptional Children. 81(2). 158–175. 73 indexed citations
3.
Li, Feiming, Allan S. Cohen, Brian A. Bottge, & Jonathan Templin. (2015). A Latent Transition Analysis Model for Assessing Change in Cognitive Skills. Educational and Psychological Measurement. 76(2). 181–204. 82 indexed citations
4.
Bottge, Brian A., et al.. (2014). Detecting and Correcting Fractions Computation Error Patterns. Exceptional Children. 80(2). 237–255. 28 indexed citations
5.
Cho, Sun‐Joo, Allan S. Cohen, & Brian A. Bottge. (2013). Detecting Intervention Effects Using a Multilevel Latent Transition Analysis with a Mixture IRT Model. Psychometrika. 78(3). 576–600. 13 indexed citations
6.
Cho, Sun‐Joo, Allan S. Cohen, Seock‐Ho Kim, & Brian A. Bottge. (2010). Latent Transition Analysis With a Mixture Item Response Theory Measurement Model. Applied Psychological Measurement. 34(7). 483–504. 21 indexed citations
7.
Bottge, Brian A., et al.. (2007). Shrinking Achievement Differences With Anchored Math Problems. The Journal of Special Education. 41(1). 31–49. 55 indexed citations
8.
Bottge, Brian A., et al.. (2007). Integrating Reform‐Oriented Math Instruction in Special Education Settings. Learning Disabilities Research and Practice. 22(2). 96–109. 35 indexed citations
9.
Bottge, Brian A., et al.. (2007). Assessing and tracking students’ problem solving performances in anchored learning environments. Educational Technology Research and Development. 57(4). 529–552. 26 indexed citations
10.
Bottge, Brian A., et al.. (2006). Situating Math Instruction in Rich Problem-Solving Contexts: Effects on Adolescents with Challenging Behaviors. Behavioral Disorders. 31(4). 394–407. 30 indexed citations
11.
Bottge, Brian A., et al.. (2004). Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms. RMLE Online. 27(1). 1–17. 16 indexed citations
12.
Bottge, Brian A., et al.. (2003). Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents. Journal of Special Education Technology. 18(2). 5–22. 35 indexed citations
13.
Bottge, Brian A.. (2001). Using Intriguing Problems To Improve Math Skills.. Educational leadership. 58(6). 68–72. 6 indexed citations
14.
Bottge, Brian A.. (2001). Reconceptualizing Mathematics Problem Solving for Low-Achieving Students. Remedial and Special Education. 22(2). 102–112. 53 indexed citations
15.
Bottge, Brian A.. (2001). Building Ramps and Hovercrafts—and Improving Math Skills. Teaching Exceptional Children. 34(1). 16–23. 7 indexed citations
16.
Bottge, Brian A.. (1999). Effects of Contextualized Math Instruction on Problem Solving of Average and Below-Average Achieving Students. The Journal of Special Education. 33(2). 81–92. 85 indexed citations
17.
Bottge, Brian A., et al.. (1998). Bringing the Workplace into the Classroom.. Educational leadership. 55(8). 76–77. 4 indexed citations
18.
Hasselbring, Ted S., et al.. (1997). The Computer Doesn't Embarrass Me. Educational leadership. 55(3). 30–33. 9 indexed citations
19.
Bottge, Brian A. & Ted S. Hasselbring. (1993). Taking Work Problems off the Page.. Educational leadership. 50(7). 36–38. 13 indexed citations
20.
Bottge, Brian A. & Ted S. Hasselbring. (1993). A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes. Exceptional Children. 59(6). 556–566. 92 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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