Elizabeth A. van Es

6.7k total citations · 4 hit papers
41 papers, 4.6k citations indexed

About

Elizabeth A. van Es is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Elizabeth A. van Es has authored 41 papers receiving a total of 4.6k indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 9 papers in Sociology and Political Science and 5 papers in Developmental and Educational Psychology. Recurrent topics in Elizabeth A. van Es's work include Teacher Education and Leadership Studies (26 papers), Education and Technology Integration (21 papers) and Mathematics Education and Teaching Techniques (15 papers). Elizabeth A. van Es is often cited by papers focused on Teacher Education and Leadership Studies (26 papers), Education and Technology Integration (21 papers) and Mathematics Education and Teaching Techniques (15 papers). Elizabeth A. van Es collaborates with scholars based in United States, Belgium and Philippines. Elizabeth A. van Es's co-authors include Miriam Gamoran Sherin, Nanette Seago, Lynn T. Goldsmith, Hosun Kang, Tara Barnhart, Anamarie Auger, Victoria Hand, Priyanka Agarwal, Huy Q. Chung and Teomara Rutherford and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Elizabeth A. van Es

40 papers receiving 4.2k 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.

Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions

2002 817 citations Elizabeth A. van Es, Miriam Gamoran Sherin The Journal of Technology and Teacher Education profile →
Effects of Video Club Participation on Teachers' Professional Vision

2008 777 citations Miriam Gamoran Sherin, Elizabeth A. van Es Journal of Teacher Education profile →
Mathematics teachers’ “learning to notice” in the context of a video club

2007 733 citations Elizabeth A. van Es, Miriam Gamoran Sherin Teaching and Teacher Education profile →
Expanding on prior conceptualizations of teacher noticing

2021 142 citations Elizabeth A. van Es, Miriam Gamoran Sherin ZDM profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Elizabeth A. van Es United States	20	4.1k	1.2k	546	464	367	41	4.6k
Sigrid Blömeke Germany	39	3.8k 0.9×	852 0.7×	669 1.2×	622 1.3×	487 1.3×	149	4.5k
Luis Radford Canada	29	2.2k 0.5×	842 0.7×	417 0.8×	679 1.5×	244 0.7×	134	2.9k
Randi A. Engle United States	13	2.2k 0.5×	1.5k 1.2×	346 0.6×	307 0.7×	190 0.5×	22	3.1k
Thamar Voss Germany	16	2.8k 0.7×	715 0.6×	405 0.7×	315 0.7×	451 1.2×	40	3.4k
Elham Kazemi United States	21	2.7k 0.6×	765 0.6×	394 0.7×	408 0.9×	159 0.4×	47	2.9k
Geoffrey Phelps United States	16	4.1k 1.0×	809 0.7×	513 0.9×	1.5k 3.2×	136 0.4×	38	4.6k
Kurt Reusser Switzerland	23	1.7k 0.4×	692 0.6×	445 0.8×	426 0.9×	274 0.7×	119	2.2k
Megan L. Franke United States	31	5.1k 1.2×	1.6k 1.4×	499 0.9×	1.7k 3.8×	268 0.7×	62	5.7k
Magdalene Lampert United States	18	3.2k 0.8×	1000 0.8×	545 1.0×	575 1.2×	116 0.3×	34	3.7k
Erna Yackel United States	22	4.2k 1.0×	1.8k 1.5×	256 0.5×	1.3k 2.9×	340 0.9×	45	4.8k

Countries citing papers authored by Elizabeth A. van Es

Since Specialization

Citations

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

Fields of papers citing papers by Elizabeth A. van Es

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Elizabeth A. van Es. 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 Elizabeth A. van Es. The network helps show where Elizabeth A. van Es may publish in the future.

Co-authorship network of co-authors of Elizabeth A. van Es

This figure shows the co-authorship network connecting the top 25 collaborators of Elizabeth A. van Es. A scholar is included among the top collaborators of Elizabeth A. van Es 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 Elizabeth A. van Es. Elizabeth A. van Es 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

Es, Elizabeth A. van & Miriam Gamoran Sherin. (2025). Exploring teacher noticing in practice: the role of shaping. ZDM. 58(1-2). 19–31.

Es, Elizabeth A. van & Julie M. Amador. (2025). Theorizing critical events to support mathematics teachers’ noticing. Journal of Mathematics Teacher Education. 28(5). 1005–1015. 1 indexed citations

Es, Elizabeth A. van, et al.. (2024). Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education. Journal of Mathematics Teacher Education. 28(7). 1541–1566. 7 indexed citations

Es, Elizabeth A. van, et al.. (2023). “My noticing lens disrupts this narrative”: Preservice mathematics teachers' awareness of the self as noticer. School Science and Mathematics. 123(8). 476–487. 2 indexed citations

Es, Elizabeth A. van & Miriam Gamoran Sherin. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM. 53(1). 17–27. 142 indexed citations breakdown →

Hand, Victoria, et al.. (2021). ‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development. Professional Development in Education. 47(2-3). 243–256. 12 indexed citations

Es, Elizabeth A. van, et al.. (2020). Creating Coherence in Teacher Preparation: Examining Teacher Candidates' Conceptualizations and Practices for Equity.. Teacher education quarterly (Claremont, Calif.). 47(4). 8–32. 2 indexed citations

Barnhart, Tara & Elizabeth A. van Es. (2020). Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club. Journal of Science Teacher Education. 31(5). 491–514. 11 indexed citations

Kang, Hosun & Elizabeth A. van Es. (2018). Articulating Design Principles for Productive Use of Video in Preservice Education. Journal of Teacher Education. 70(3). 237–250. 76 indexed citations

10.

Es, Elizabeth A. van, et al.. (2017). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning. 34(1). 10–19. 47 indexed citations

11.

Es, Elizabeth A. van & Miriam Gamoran Sherin. (2017). Bringing facilitation into view. International Journal of STEM Education. 4(1). 32–32. 9 indexed citations

12.

Es, Elizabeth A. van, et al.. (2015). An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice. Journal of Teacher Education. 66(3). 201–214. 116 indexed citations

13.

Chung, Huy Q. & Elizabeth A. van Es. (2013). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching. 20(2). 113–135. 25 indexed citations

14.

Es, Elizabeth A. van, et al.. (2013). Supervisor–student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching. Linguistics and Education. 24(2). 179–196. 14 indexed citations

15.

Es, Elizabeth A. van. (2011). A FRAMEWORK FOR LEARNING TO NOTICE STUDENT THINKING. 164–181. 247 indexed citations

16.

Es, Elizabeth A. van, et al.. (2009). Using the Performance Assessment for California Teachers to Examine Pre-Service Teachers' Conceptions of Teaching Mathematics for Understanding. Issues in teacher education. 18(1). 83–102. 19 indexed citations

17.

Es, Elizabeth A. van & Miriam Gamoran Sherin. (2007). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education. 24(2). 244–276. 733 indexed citations breakdown →

18.

Sherin, Miriam Gamoran & Elizabeth A. van Es. (2005). Using Video to Support Teachers’ Ability to Notice Classroom Interactions. The Journal of Technology and Teacher Education. 13(3). 475–491. 492 indexed citations

19.

Es, Elizabeth A. van & Miriam Gamoran Sherin. (2002). Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions. The Journal of Technology and Teacher Education. 10(4). 571–596. 817 indexed citations breakdown →

20.

Sherin, Miriam Gamoran & Elizabeth A. van Es. (2002). Learning to notice as a focus for professional development. 5. 1–6. 5 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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