David Stroupe

2.1k total citations · 3 hit papers
30 papers, 1.5k citations indexed

About

David Stroupe is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, David Stroupe has authored 30 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 16 papers in Developmental and Educational Psychology and 7 papers in Sociology and Political Science. Recurrent topics in David Stroupe's work include Science Education and Pedagogy (20 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (8 papers). David Stroupe is often cited by papers focused on Science Education and Pedagogy (20 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (8 papers). David Stroupe collaborates with scholars based in United States. David Stroupe's co-authors include Mark Windschitl, Jessica Thompson, Melissa Braaten, Leema K. Berland, Emily Miller, Eve Manz, Rosemary S. Russ, Hosun Kang, Peter White and Marcos D. Caballero and has published in prestigious journals such as Teaching and Teacher Education, Journal of Research in Science Teaching and Science Education.

In The Last Decade

David Stroupe

28 papers receiving 1.4k 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.

Proposing a core set of instructional practices and tools for teachers of science

2012 426 citations Mark Windschitl, Jessica Thompson et al. Science Education profile →
Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards

2018 265 citations David Stroupe et al. Journal of Research in Science Teaching profile →
Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science‐as‐Practice

2014 260 citations David Stroupe Science Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
David Stroupe United States	15	1.3k	773	183	106	94	30	1.5k
Melissa Braaten United States	14	2.0k 1.5×	1.1k 1.4×	252 1.4×	185 1.7×	87 0.9×	22	2.3k
Hilary Hollingsworth Australia	11	1.6k 1.2×	420 0.5×	159 0.9×	74 0.7×	62 0.7×	22	1.8k
Pamela Mulhall Australia	11	1.4k 1.1×	556 0.7×	231 1.3×	160 1.5×	86 0.9×	20	1.6k
Rosemary S. Russ United States	16	1.2k 0.9×	845 1.1×	132 0.7×	41 0.4×	110 1.2×	43	1.5k
Soonhye Park United States	21	1.9k 1.4×	872 1.1×	297 1.6×	190 1.8×	144 1.5×	52	2.3k
Jessica Thompson United States	16	2.0k 1.6×	1.1k 1.4×	260 1.4×	221 2.1×	105 1.1×	36	2.3k
Vanessa Kind United Kingdom	17	1.5k 1.2×	723 0.9×	200 1.1×	191 1.8×	58 0.6×	36	1.9k
Lawrence P. Gallagher United States	13	1.2k 0.9×	389 0.5×	127 0.7×	157 1.5×	93 1.0×	20	1.5k
Francesca M. Forzani United States	7	1.4k 1.1×	364 0.5×	309 1.7×	84 0.8×	41 0.4×	8	1.6k
Alister Jones New Zealand	21	1.1k 0.8×	403 0.5×	103 0.6×	109 1.0×	67 0.7×	70	1.3k

Countries citing papers authored by David Stroupe

Since Specialization

Citations

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

Fields of papers citing papers by David Stroupe

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of David Stroupe

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

McDonald, Scott, et al.. (2025). Embracing Asset Perspectives in Science Education Research: A Call for Change. Science Education. 110(2). 351–356.

Stroupe, David, et al.. (2024). Epistemic injustice and the “Nature of Science”. Journal of Research in Science Teaching. 62(4). 901–941. 3 indexed citations

White, Peter, et al.. (2024). Conducting Authentic Moth Research with Students to Encourage Scientific Inquiry. Science Scope. 47(4). 56–62.

Stroupe, David, et al.. (2023). “Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic. AERA Open. 9. 1201480510–1201480510. 1 indexed citations

Shah, Niral, et al.. (2022). Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms. The Physics Teacher. 60(6). 414–418. 3 indexed citations

McDonald, Scott, et al.. (2021). What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning. Studies in Science Education. 58(1). 49–80. 25 indexed citations

Stroupe, David & J. Hancock. (2021). Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies. Teaching and Teacher Education. 109. 103558–103558. 2 indexed citations

Stroupe, David, et al.. (2021). Becoming Ambitious: How a Practice-based Methods Course and “Macroteaching” Shaped Beginning Teachers’ Critical Pedagogical Discourses. Journal of Science Teacher Education. 33(6). 683–702. 7 indexed citations

Stroupe, David, J. Hancock, & Amelia Wenk Gotwals. (2020). What to Do During a Whale-nami? Supporting Preservice Teachers' Learning During an Extended Teaching Rehearsal.. ICLS. 1 indexed citations

10.

Windschitl, Mark, Jessica Thompson, Melissa Braaten, & David Stroupe. (2019). Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching. Remedial and Special Education. 40(6). 380–390. 10 indexed citations

11.

Stroupe, David, Jean Moon, & Sarah Michaels. (2019). Introduction to special issue: Epistemic tools in science education. Science Education. 103(4). 948–951. 25 indexed citations

12.

Stroupe, David, Marcos D. Caballero, & Peter White. (2018). Fostering students’ epistemic agency through the co‐configuration of moth research. Science Education. 102(6). 1176–1200. 51 indexed citations

13.

Stroupe, David & Amelia Wenk Gotwals. (2017). “It’s 1000 Degrees in Here When I Teach”: Providing Preservice Teachers With an Extended Opportunity to Approximate Ambitious Instruction. Journal of Teacher Education. 69(3). 294–306. 29 indexed citations

14.

Windschitl, Mark & David Stroupe. (2017). The Three-Story Challenge. Journal of Teacher Education. 68(3). 251–261. 52 indexed citations

15.

Kang, Hosun, Mark Windschitl, David Stroupe, & Jessica Thompson. (2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching. 53(9). 1316–1340. 102 indexed citations

16.

Stroupe, David. (2016). Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction. Cognition and Instruction. 34(1). 51–77. 32 indexed citations

17.

Thompson, Jessica, et al.. (2016). Rigor and Responsiveness in Classroom Activity. Teachers College Record The Voice of Scholarship in Education. 118(5). 1–58. 88 indexed citations

18.

Stroupe, David. (2014). Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science‐as‐Practice. Science Education. 98(3). 487–516. 260 indexed citations breakdown →

19.

Stroupe, David, et al.. (2014). Students Modeling Molecule Movement Through Science Theater. Science Scope. 38(2). 70–77. 2 indexed citations

20.

Windschitl, Mark, Jessica Thompson, Melissa Braaten, & David Stroupe. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education. 96(5). 878–903. 426 indexed citations breakdown →

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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