Gayle A. Buck

1.6k total citations
61 papers, 1.0k citations indexed

About

Gayle A. Buck is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Gayle A. Buck has authored 61 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 45 papers in Education, 24 papers in Developmental and Educational Psychology and 8 papers in Sociology and Political Science. Recurrent topics in Gayle A. Buck's work include Science Education and Pedagogy (22 papers), Education and Critical Thinking Development (11 papers) and Innovative Teaching and Learning Methods (11 papers). Gayle A. Buck is often cited by papers focused on Science Education and Pedagogy (22 papers), Education and Critical Thinking Development (11 papers) and Innovative Teaching and Learning Methods (11 papers). Gayle A. Buck collaborates with scholars based in United States, Cambodia and Türkiye. Gayle A. Buck's co-authors include Amy Trauth, Kristin Cook, Diandra L. Leslie‐Pelecky, Margaret Macintyre Latta, Valarie L. Akerson, Vicki L. Plano Clark, Jianlan Wang, Yun Lu, Ingrid Weiland and Lisa A. Donnelly 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

Gayle A. Buck

54 papers receiving 891 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gayle A. Buck United States 18 762 309 148 137 123 61 1.0k
Hosun Kang United States 16 928 1.2× 423 1.4× 316 2.1× 174 1.3× 83 0.7× 26 1.3k
Karen Goodnough Canada 18 805 1.1× 208 0.7× 68 0.5× 94 0.7× 84 0.7× 57 972
Julie A. Bianchini United States 16 914 1.2× 389 1.3× 284 1.9× 120 0.9× 136 1.1× 48 1.2k
Indigo Esmonde Canada 14 833 1.1× 350 1.1× 64 0.4× 173 1.3× 77 0.6× 32 1.1k
Jrène Rahm Canada 15 500 0.7× 223 0.7× 211 1.4× 133 1.0× 141 1.1× 49 805
Tony Pell United Kingdom 12 720 0.9× 239 0.8× 49 0.3× 84 0.6× 102 0.8× 16 846
Kathryn Scantlebury United States 16 748 1.0× 194 0.6× 135 0.9× 66 0.5× 85 0.7× 51 891
Victoria Hand United States 12 1.1k 1.5× 369 1.2× 90 0.6× 308 2.2× 70 0.6× 19 1.4k
Colette Murphy United Kingdom 16 775 1.0× 221 0.7× 71 0.5× 103 0.8× 107 0.9× 56 940
Peter Kutnick United Kingdom 22 1.1k 1.5× 567 1.8× 118 0.8× 131 1.0× 132 1.1× 70 1.4k

Countries citing papers authored by Gayle A. Buck

Since Specialization
Citations

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

Fields of papers citing papers by Gayle A. Buck

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gayle A. Buck. 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 Gayle A. Buck. The network helps show where Gayle A. Buck may publish in the future.

Co-authorship network of co-authors of Gayle A. Buck

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

All Works

20 of 20 papers shown
1.
Buck, Gayle A., et al.. (2024). The Influence of Historically Marginalized Undergraduate Students’ Perceptions of STEM on their Academic and Career Choices. International Journal of Research in Education and Science. 10(3). 669–687.
2.
Buck, Gayle A., et al.. (2022). The Self-Study Process of a Scientist as She Delineated the Meaning of Scientific Inquiry and Developed a New Professional Identity as a Science Teacher Educator. International Journal of Research in Education and Science. 8(2). 408–429.
3.
Buck, Gayle A., et al.. (2019). Considering Pedagogical Practices in Higher Education: How Science Methods Instructors Influence Scientific Argumentation Construction.. International Journal of Research in Education and Science. 5(2). 744–757. 1 indexed citations
4.
Buck, Gayle A., et al.. (2019). Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education. 80. 27–38. 20 indexed citations
5.
Buck, Gayle A., et al.. (2018). Science role models for adolescent girls. IUScholarWorks (Indiana University). 1 indexed citations
6.
Buck, Gayle A., et al.. (2016). Attempting to Make Place-Based Pedagogy on Environmental Sustainability Integral to Teaching and Learning in Middle School: An Instrumental Case Study. IUScholarWorks (Indiana University). 20(2). 32–47. 3 indexed citations
7.
Buck, Gayle A., Valarie L. Akerson, Cassie Quigley, & Ingrid Weiland. (2014). Exploring the Potential of Using Explicit Reflective Instruction through Contextualized and Decontextualized Approaches to Teach First-Grade African American Girls the Practices of Science. TigerPrints (Clemson University). 18(6). 1–21. 6 indexed citations
8.
Buck, Gayle A., et al.. (2014). Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator. Studying Teacher Education. 10(1). 70–85. 2 indexed citations
9.
Cook, Kristin & Gayle A. Buck. (2014). Pre-Service Elementary Teachers' Experience in a Community of Practice through a Place-Based Inquiry. The International Journal of Environmental and Science Education. 9(2). 111–132. 5 indexed citations
10.
Cook, Kristin & Gayle A. Buck. (2013). Pre-service Teachers’ Understanding of the Nature of Science through Socio-scientific Inquiry. IUScholarWorks (Indiana University). 17(1). 1–24. 12 indexed citations
11.
Cook, Kristin, Gayle A. Buck, & Meredith Park Rogers. (2012). Preparing Biology Teachers to Teach Evolution in a Project-Based Approach. Science educator. 21(2). 18–30. 15 indexed citations
12.
Quigley, Cassie, Gayle A. Buck, & Valarie L. Akerson. (2011). The NOS Challenge.. Science and Children. 49(2). 57–61. 1 indexed citations
13.
Trauth, Amy & Gayle A. Buck. (2011). Assessment for Learning: Using Formative Assessment in Problem- and Project-Based Learning. IUScholarWorks (Indiana University). 78(1). 34. 6 indexed citations
14.
Trauth, Amy & Gayle A. Buck. (2011). Using reflective practice to incorporate formative assessment in a middle school science classroom: a participatory action research study. Educational Action Research. 19(3). 379–398. 18 indexed citations
15.
Quigley, Cassie, et al.. (2009). Deer Tracks in the City. Science and Children. 47(2). 34–37. 2 indexed citations
16.
Buck, Gayle A., et al.. (2009). Fostering a theoretical and practical understanding of teaching as a relational process: a feminist participatory study of mentoring a doctoral student. Educational Action Research. 17(4). 505–521. 12 indexed citations
17.
Buck, Gayle A., et al.. (2007). Formative Assessment Requires Artistic Vision.. International journal of education and the arts. 8(4). 1–23. 9 indexed citations
18.
19.
Buck, Gayle A.. (2000). Teaching Science to English-as-Second-Language Learners: Teaching, learning, and assessment strategies for elementary ESL students. Internal Medicine Journal. 42(8). 960–1; author reply 961. 7 indexed citations
20.
Buck, Gayle A.. (2000). Teaching Science to English-as-Second Language Learners.. IUScholarWorks (Indiana University). 38(3). 38–41. 2 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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