Doug Knapp

1.2k total citations
33 papers, 821 citations indexed

About

Doug Knapp is a scholar working on Sociology and Political Science, Management, Monitoring, Policy and Law and Museology. According to data from OpenAlex, Doug Knapp has authored 33 papers receiving a total of 821 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Sociology and Political Science, 9 papers in Management, Monitoring, Policy and Law and 8 papers in Museology. Recurrent topics in Doug Knapp's work include Environmental Education and Sustainability (9 papers), Museums and Cultural Heritage (8 papers) and Diverse Educational Innovations Studies (4 papers). Doug Knapp is often cited by papers focused on Environmental Education and Sustainability (9 papers), Museums and Cultural Heritage (8 papers) and Diverse Educational Innovations Studies (4 papers). Doug Knapp collaborates with scholars based in United States and South Korea. Doug Knapp's co-authors include G. Montagu Benton, James Farmer, Charles Chancellor, Vicky J. Meretsky, Raymond A. Poff, Burnell C. Fischer, Naoko Yamada, Jennifer Piatt, Mary Ann Devine and Jim Sibthorp and has published in prestigious journals such as PLoS ONE, Conservation Biology and Landscape and Urban Planning.

In The Last Decade

Doug Knapp

30 papers receiving 707 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Doug Knapp United States	13	332	252	208	187	123	33	821
Rosanne W. Fortner United States	15	511 1.5×	167 0.7×	310 1.5×	213 1.1×	93 0.8×	71	826
Klas Sandell Sweden	13	211 0.6×	308 1.2×	284 1.4×	98 0.5×	71 0.6×	79	753
Sarah Carrier United States	19	669 2.0×	288 1.1×	467 2.2×	447 2.4×	168 1.4×	51	1.3k
Kristi S. Lekies United States	12	457 1.4×	408 1.6×	318 1.5×	233 1.2×	91 0.7×	33	1.0k
William T. Borrie United States	17	253 0.8×	456 1.8×	499 2.4×	158 0.8×	30 0.2×	55	1.1k
Kelly Teamey United Kingdom	8	262 0.8×	415 1.6×	115 0.6×	368 2.0×	193 1.6×	15	823
Laura Barraza Mexico	14	419 1.3×	218 0.9×	187 0.9×	240 1.3×	104 0.8×	37	932
Richard Louv United States	7	374 1.1×	484 1.9×	361 1.7×	300 1.6×	117 1.0×	18	1.3k
Stephen Daniels United Kingdom	15	79 0.2×	74 0.3×	442 2.1×	27 0.1×	64 0.5×	62	1.3k
Elisabeth Kals Germany	14	765 2.3×	472 1.9×	606 2.9×	94 0.5×	28 0.2×	62	1.5k

Countries citing papers authored by Doug Knapp

Since Specialization

Citations

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

Fields of papers citing papers by Doug Knapp

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Doug Knapp

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

Nelson, Erik J., et al.. (2021). The Impact of Active Learning Instructional Techniques on Recreational Therapy Undergraduate Students. SCHOLE A Journal of Leisure Studies and Recreation Education. 38(3). 175–184.

Farmer, James, et al.. (2021). Addressing Contemporary Criminal Justice Issues as Interpretive Outcomes at a Prison Museum. Visitor Studies. 24(1). 1–16. 2 indexed citations

Farmer, James, et al.. (2020). The Interaction of Policy Narratives, Moral Politics, and Criminal Justice Policy Beliefs. Politics & Policy. 48(2). 288–313. 4 indexed citations

Farmer, James, et al.. (2015). Why agree to a conservation easement? Understanding the decision of conservation easement granting. Landscape and Urban Planning. 138. 11–19. 49 indexed citations

Knapp, Doug, et al.. (2014). A New Interpretive Pedagogy. Journal of Interpretation Research. 19(1). 33–38. 10 indexed citations

Knapp, Doug, et al.. (2013). Examining Perceptions of Social Acceptance and Quality of Life of Pediatric Campers with Physical Disabilities. Children s Health Care. 44(1). 1–16. 14 indexed citations

Knapp, Doug, et al.. (2012). Camp War Buddies: Exploring the Therapeutic Benefits of Social Comparison in a Pediatric Oncology Camp. Therapeutic Recreation Journal. 46(4). 12 indexed citations

Farmer, James, Doug Knapp, Vicky J. Meretsky, Charles Chancellor, & Burnell C. Fischer. (2011). Motivations Influencing the Adoption of Conservation Easements. Conservation Biology. 25(4). 827–834. 84 indexed citations

Yamada, Naoko & Doug Knapp. (2009). Adult Participants’ Preferences for Interpretation at a Japanese Nature Park. Journal of Interpretation Research. 14(2). 59–63. 5 indexed citations

10.

Farmer, James & Doug Knapp. (2008). Interpretation Programs at a Historic Preservation Site. Journal of Mixed Methods Research. 2(4). 340–361. 10 indexed citations

11.

Farmer, James, Doug Knapp, & G. Montagu Benton. (2007). The Effects of Primary Sources and Field Trip Experience on the Knowledge Retention of Multicultural Content.. Multicultural education. 14(3). 27–31. 8 indexed citations

12.

Knapp, Doug. (2007). A Longitudinal Analysis of an Out‐of‐School Science Experience. School Science and Mathematics. 107(2). 44–51. 8 indexed citations

13.

Knapp, Doug & G. Montagu Benton. (2006). Episodic and semantic memories of a residential environmental education program. Environmental Education Research. 12(2). 165–177. 38 indexed citations

14.

Knapp, Doug. (2004). An Evaluation of the “No Purpose” and some other Theories (such as Oil) For Explaining Al-Qaeda’s Motives. Social Philosophy Today. 20. 109–128.

15.

Knapp, Doug & Raymond A. Poff. (2001). A Qualitative Analysis of the Immediate and Short-term Impact of an Environmental Interpretive Program. Environmental Education Research. 7(1). 55–65. 46 indexed citations

16.

Knapp, Doug. (2000). The Thessaloniki Declaration: A Wake-Up Call for Environmental Education?. The Journal of Environmental Education. 31(3). 32–39. 75 indexed citations

17.

Sibthorp, Jim & Doug Knapp. (1998). Evaluating Short Term and Long Term Retention of Experiences Associated with an Interpretive School Field Trip.. PLoS ONE. 7(6). e37993–e37993. 2 indexed citations

18.

Knapp, Doug, et al.. (1998). Ecology versus Issue Interpretation: The Analysis of two Different Messages. Journal of Interpretation Research. 3(1). 21–38. 10 indexed citations

19.

Knapp, Doug. (1997). The Relationship between Environmental Interpretation and Environmental Education.. Legacy A Journal of American Women Writers. 8(3). 13. 3 indexed citations

20.

Knapp, Doug. (1995). Moving beyond Tilden: Producing Behavior Change Goals for Environmental Interpretation.. Legacy A Journal of American Women Writers. 6(1). 20–23. 4 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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