Eric Greenwald

555 total citations
22 papers, 324 citations indexed

About

Eric Greenwald is a scholar working on Computer Science Applications, Education and Developmental and Educational Psychology. According to data from OpenAlex, Eric Greenwald has authored 22 papers receiving a total of 324 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Computer Science Applications, 8 papers in Education and 8 papers in Developmental and Educational Psychology. Recurrent topics in Eric Greenwald's work include Teaching and Learning Programming (8 papers), Innovative Teaching and Learning Methods (5 papers) and Online Learning and Analytics (4 papers). Eric Greenwald is often cited by papers focused on Teaching and Learning Programming (8 papers), Innovative Teaching and Learning Methods (5 papers) and Online Learning and Analytics (4 papers). Eric Greenwald collaborates with scholars based in United States. Eric Greenwald's co-authors include Matthew A. Cannady, Ari Krakowski, Ning Wang, Ryan Montgomery, Brian M. Stecher, Heather L. Schwartz, Brandie Nonnecke, Rena Dorph, Ning Wang and Melissa A. Collins and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and International Journal of Science Education.

In The Last Decade

Eric Greenwald

18 papers receiving 302 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Eric Greenwald United States	7	135	118	93	65	51	22	324
Casey Shapiro United States	7	144 1.1×	223 1.9×	40 0.4×	47 0.7×	53 1.0×	13	426
Heather Metcalf United States	9	124 0.9×	85 0.7×	55 0.6×	37 0.6×	21 0.4×	15	268
Brit Toven‐Lindsey United States	7	82 0.6×	224 1.9×	177 1.9×	43 0.7×	12 0.2×	12	376
Heidi Cian United States	10	117 0.9×	242 2.1×	37 0.4×	85 1.3×	68 1.3×	22	369
Natalie Tran United States	9	50 0.4×	191 1.6×	31 0.3×	72 1.1×	20 0.4×	21	319
Jamaal Young United States	15	131 1.0×	438 3.7×	50 0.5×	94 1.4×	89 1.7×	57	596
Kirsten Zimbardi Australia	10	49 0.4×	303 2.6×	69 0.7×	143 2.2×	33 0.6×	27	443
Faye Miller United States	5	123 0.9×	95 0.8×	175 1.9×	51 0.8×	23 0.5×	6	364
Mercedes Lorenzo Spain	4	73 0.5×	292 2.5×	17 0.2×	110 1.7×	59 1.2×	4	382
Nurazidawati Mohamad Arsad Malaysia	10	44 0.3×	319 2.7×	27 0.3×	58 0.9×	37 0.7×	31	424

Countries citing papers authored by Eric Greenwald

Since Specialization

Citations

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

Fields of papers citing papers by Eric Greenwald

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Eric Greenwald

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

Cannady, Matthew A., et al.. (2025). Computational Thinking for Science Positions Youth to Be Better Science Learners. Education Sciences. 15(1). 105–105.

Greenwald, Eric, et al.. (2024). It's like I'm the AI: Youth Sensemaking About AI through Metacognitive Embodiment. 789–793. 2 indexed citations

Krakowski, Ari, et al.. (2023). The role of boundary objects in collaborative design. Curator The Museum Journal. 66(4). 561–568.

Greenwald, Eric, et al.. (2023). Designing Game-Based Learning for High School Artificial Intelligence Education. International Journal of Artificial Intelligence in Education. 33(2). 384–398. 13 indexed citations

Greenwald, Eric, Matthew A. Cannady, Ari Krakowski, et al.. (2023). The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators. International Journal of STEM Education. 10(1). 30 indexed citations

Krakowski, Ari, et al.. (2023). Computational Thinking for Science: Positioning coding as a tool for doing science. Journal of Research in Science Teaching. 61(7). 1574–1608. 4 indexed citations

Krakowski, Ari, et al.. (2022). "That's What Science Is, All This Data:" Coding Data Visualizations in Middle School Science Classrooms. 36–42. 3 indexed citations

Krakowski, Ari, et al.. (2021). A Typology of Models for Integrating Computational Thinking in Science (CT+S). 1 indexed citations

Greenwald, Eric, et al.. (2021). Learning Artificial Intelligence: Insights into How Youth Encounter and Build Understanding of AI Concepts. Proceedings of the AAAI Conference on Artificial Intelligence. 35(17). 15526–15533. 34 indexed citations

10.

Cannady, Matthew A., et al.. (2021). Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing. Teachers College Record The Voice of Scholarship in Education. 123(7). 1–39. 2 indexed citations

11.

Henderson, J. Bryan, et al.. (2021). How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation. Journal of Science Education and Technology. 30(6). 803–815. 1 indexed citations

12.

Greenwald, Eric, et al.. (2020). Enacting ambitious engineering curriculum in science classrooms: examining teachers’ implementation of Virtual Engineering Internships. International Journal of Science Education. 42(12). 2055–2074. 3 indexed citations

13.

Montgomery, Ryan, et al.. (2020). Operationalizing Optimization in a Middle School Virtual Engineering Internship. Journal of Science Education and Technology. 29(3). 409–420. 5 indexed citations

14.

Henderson, J. Bryan, et al.. (2020). Assessing teachers' professional vision of oral scientific argumentation. International Conference of Learning Sciences. 2249–2252.

15.

Greenwald, Eric & Ari Krakowski. (2020). Coding Science Internships. 1336–1336. 1 indexed citations

16.

Krakowski, Ari, et al.. (2020). Integrating Computer Science in Science: Considerations for Scale. International Conference of Learning Sciences. 1 indexed citations

17.

Cannady, Matthew A., et al.. (2017). How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers. International Journal of STEM Education. 4(1). 6 indexed citations

18.

Cannady, Matthew A., et al.. (2014). Problematizing the STEM Pipeline Metaphor: Is the STEM Pipeline Metaphor Serving Our Students and the STEM Workforce?. Science Education. 98(3). 443–460. 179 indexed citations

19.

Greenwald, Eric, et al.. (2011). Knowing and Doing: What Teachers Learn from Formative Assessment and How They Use the Information. CRESST Report 802.. 8 indexed citations

20.

Greenwald, Eric, et al.. (2011). Knowing and Doing.

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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