Emily E. Scott

483 total citations
16 papers, 301 citations indexed

About

Emily E. Scott is a scholar working on Education, Developmental and Educational Psychology and Molecular Biology. According to data from OpenAlex, Emily E. Scott has authored 16 papers receiving a total of 301 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 6 papers in Developmental and Educational Psychology and 3 papers in Molecular Biology. Recurrent topics in Emily E. Scott's work include Science Education and Pedagogy (7 papers), Educational Strategies and Epistemologies (3 papers) and Innovative Teaching and Learning Methods (3 papers). Emily E. Scott is often cited by papers focused on Science Education and Pedagogy (7 papers), Educational Strategies and Epistemologies (3 papers) and Innovative Teaching and Learning Methods (3 papers). Emily E. Scott collaborates with scholars based in United States and China. Emily E. Scott's co-authors include David E. Rothstein, Jennifer H. Doherty, Mary Pat Wenderoth, Lauren N. Jescovitch, Kevin C. Haudek, John Merrill, Mark Urban‐Lurain, Jenny McFarland, Charles Anderson and Rebecca L. Matz and has published in prestigious journals such as SHILAP Revista de lepidopterología, Soil Biology and Biochemistry and Oecologia.

In The Last Decade

Emily E. Scott

15 papers receiving 298 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Emily E. Scott United States	10	104	70	55	49	40	16	301
George L. Makokha Kenya	9	69 0.7×	66 0.9×	5 0.1×	3 0.1×	14 0.3×	17	314
Peter Voller Australia	4	51 0.5×	20 0.3×	30 0.5×	4 0.1×	29 0.7×	8	232
Na Jiang China	8	48 0.5×	71 1.0×	4 0.1×	9 0.2×	25 0.6×	46	233
Н. В. Калинина Russia	14	14 0.1×	239 3.4×	15 0.3×	9 0.2×	134 3.4×	63	457
Yuying Guo China	12	172 1.7×	12 0.2×	93 1.7×		12 0.3×	21	287
Kalyani Chatterjea Singapore	9	18 0.2×	33 0.5×	14 0.3×	3 0.1×	32 0.8×	24	214
Mengyang Wu China	10	41 0.4×	33 0.5×	21 0.4×	3 0.1×	24 0.6×	23	312
Chris Mead United States	12	101 1.0×		47 0.9×	8 0.2×	43 1.1×	31	519
Sabaruddin Sabaruddin Indonesia	9	77 0.7×	43 0.6×	6 0.1×	2 0.0×	15 0.4×	90	292

Countries citing papers authored by Emily E. Scott

Since Specialization

Citations

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

Fields of papers citing papers by Emily E. Scott

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily E. Scott. 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 Emily E. Scott. The network helps show where Emily E. Scott may publish in the future.

Co-authorship network of co-authors of Emily E. Scott

This figure shows the co-authorship network connecting the top 25 collaborators of Emily E. Scott. A scholar is included among the top collaborators of Emily E. Scott 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 Emily E. Scott. Emily E. Scott is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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16 of 16 papers shown

Scott, Emily E., et al.. (2024). Compensating for the corolla? Pollen exposure is not associated with pollen-collecting hair length. Annals of Botany. 134(6). 1027–1036.

Cai, Cindy X., Diep Tran, Tina Tang, et al.. (2023). Health Disparities in Lapses in Diabetic Retinopathy Care. SHILAP Revista de lepidopterología. 3(3). 100295–100295. 11 indexed citations

Doherty, Jennifer H., et al.. (2023). Covariational reasoning and item context affect language in undergraduate mass balance written explanations. AJP Advances in Physiology Education. 47(4). 762–775. 1 indexed citations

Doherty, Jennifer H., Emily E. Scott, Lauren N. Jescovitch, et al.. (2023). What a Difference in Pressure Makes! A Framework Describing Undergraduate Students’ Reasoning about Bulk Flow Down Pressure Gradients. CBE—Life Sciences Education. 22(2). ar23–ar23. 4 indexed citations

Doherty, Jennifer H., Emily E. Scott, Lauren N. Jescovitch, et al.. (2023). Oaks to arteries: the Physiology Core Concept of flow down gradients supports transfer of student reasoning. AJP Advances in Physiology Education. 47(2). 282–295. 6 indexed citations

Scott, Emily E., et al.. (2022). How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance. Journal of Research in Science Teaching. 60(1). 63–99. 9 indexed citations

Scott, Emily E., Mary Pat Wenderoth, & Jennifer H. Doherty. (2020). Design-Based Research: A Methodology to Extend and Enrich Biology Education Research. CBE—Life Sciences Education. 19(3). es11–es11. 57 indexed citations

Jescovitch, Lauren N., Emily E. Scott, Jennifer H. Doherty, et al.. (2020). Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students’ Reasoning of Complex Science Concepts. Practical assessment, research & evaluation. 24(1). 7. 14 indexed citations

Jescovitch, Lauren N., Emily E. Scott, John Merrill, et al.. (2020). Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression. Journal of Science Education and Technology. 30(2). 150–167. 53 indexed citations

10.

Anderson, Charles, et al.. (2019). How Chinese and American Students Construct Explanations of Carbon-Transforming Processes. Eurasia Journal of Mathematics Science and Technology Education. 15(6). 1 indexed citations

11.

Scott, Emily E., Mary Pat Wenderoth, & Jennifer H. Doherty. (2019). Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction. CBE—Life Sciences Education. 18(4). es5–es5. 15 indexed citations

12.

Scott, Emily E., et al.. (2018). Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes. CBE—Life Sciences Education. 17(3). ar49–ar49. 13 indexed citations

13.

Scott, Emily E. & David E. Rothstein. (2017). Patterns of DON and DOC Leaching Losses Across a Natural N Availability Gradient in Temperate Hardwood Forests. Ecosystems. 20(7). 1250–1265. 11 indexed citations

14.

Scott, Emily E. & David E. Rothstein. (2013). The dynamic exchange of dissolved organic matter percolating through six diverse soils. Soil Biology and Biochemistry. 69. 83–92. 78 indexed citations

15.

Scott, Emily E. & David E. Rothstein. (2011). Amino acid uptake by temperate tree species characteristic of low- and high-fertility habitats. Oecologia. 167(2). 547–557. 25 indexed citations

16.

Scott, Emily E., David E. Hibbs, & Steven S. Perakis. (2009). The Potential Utility of Stable Isotopes for Food Web Analysis in Douglas-Fir and Red Alder Riparian Forests of Western Oregon. Northwest Science. 83(4). 315–324. 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.

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