George O’Brien

552 total citations
20 papers, 357 citations indexed

About

George O’Brien is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, George O’Brien has authored 20 papers receiving a total of 357 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in General Agricultural and Biological Sciences. Recurrent topics in George O’Brien's work include Science Education and Pedagogy (8 papers), Innovative Teaching Methods (4 papers) and Diverse Educational Innovations Studies (4 papers). George O’Brien is often cited by papers focused on Science Education and Pedagogy (8 papers), Innovative Teaching Methods (4 papers) and Diverse Educational Innovations Studies (4 papers). George O’Brien collaborates with scholars based in United States and Türkiye. George O’Brien's co-authors include L. H. Kramer, Eric Brewe, Vashti Sawtelle, Mel Sabella, Chandralekha Singh, Cengiz Alacacı, Scott E. Lewis, N. Sanjay Rebello, Charles Henderson and Edward L. Pizzini and has published in prestigious journals such as Psychological Reports, School Science and Mathematics and Journal of Science Teacher Education.

In The Last Decade

George O’Brien

19 papers receiving 324 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
George O’Brien United States 7 288 126 54 40 39 20 357
Zehavit Kohen Israel 12 329 1.1× 206 1.6× 22 0.4× 44 1.1× 52 1.3× 24 446
Amy D. Robertson United States 13 339 1.2× 190 1.5× 24 0.4× 17 0.4× 36 0.9× 60 410
Kristen A. Malzahn United States 5 366 1.3× 149 1.2× 20 0.4× 20 0.5× 22 0.6× 9 431
Marie‐Geneviève Séré France 10 402 1.4× 220 1.7× 42 0.8× 11 0.3× 28 0.7× 31 476
Dewey I. Dykstra United States 6 242 0.8× 117 0.9× 21 0.4× 11 0.3× 22 0.6× 22 300
Yael Friedler Israel 9 296 1.0× 180 1.4× 44 0.8× 10 0.3× 37 0.9× 20 368
Aletta Zietsman South Africa 4 363 1.3× 241 1.9× 23 0.4× 10 0.3× 54 1.4× 9 439
Curtis Pyke United States 8 262 0.9× 132 1.0× 10 0.2× 28 0.7× 20 0.5× 10 330
Ozcan Gulacar United States 12 274 1.0× 101 0.8× 42 0.8× 48 1.2× 52 1.3× 38 397
Julie Smart United States 9 403 1.4× 150 1.2× 19 0.4× 19 0.5× 18 0.5× 20 477

Countries citing papers authored by George O’Brien

Since Specialization
Citations

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

Fields of papers citing papers by George O’Brien

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by George O’Brien. 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 George O’Brien. The network helps show where George O’Brien may publish in the future.

Co-authorship network of co-authors of George O’Brien

This figure shows the co-authorship network connecting the top 25 collaborators of George O’Brien. A scholar is included among the top collaborators of George O’Brien 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 George O’Brien. George O’Brien 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.
O’Brien, George, et al.. (2017). School gardening with a twist using fish: Encouraging educators to adopt aquaponics in the classroom. Applied Environmental Education & Communication. 16(2). 93–104. 5 indexed citations
2.
3.
Lewis, Scott E. & George O’Brien. (2012). The Mediating Role of Scientific Tools for Elementary School Students Learning about the Everglades in the Field and Classroom.. The International Journal of Environmental and Science Education. 7(3). 433–458. 3 indexed citations
4.
O’Brien, George, et al.. (2012). Multiple Proof Approaches & Mathematical Connections. Mathematics Teacher Learning and Teaching PK-12. 105(8). 586–593. 1 indexed citations
5.
Alacacı, Cengiz, et al.. (2011). Pre-Service Elementary Teachers’Understandings of Graphs. Eurasia Journal of Mathematics Science and Technology Education. 7(1). 15 indexed citations
6.
Brewe, Eric, et al.. (2010). Toward equity through participation in Modeling Instruction in introductory university physics. Physical Review Special Topics - Physics Education Research. 6(1). 115 indexed citations
7.
Brewe, Eric, L. H. Kramer, George O’Brien, et al.. (2010). Changing Participation Through Formation of Student Learning Communities. AIP conference proceedings. 85–88. 28 indexed citations
8.
Brewe, Eric, L. H. Kramer, & George O’Brien. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics - Physics Education Research. 5(1). 127 indexed citations
9.
Brewe, Eric, L. H. Kramer, George O’Brien, et al.. (2009). Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center. AIP conference proceedings. 105–108. 13 indexed citations
10.
Wells, Leanne, Eric Brewe, L. H. Kramer, et al.. (2008). Impact of the FIU PhysTEC Reform of Introductory Physics Labs. AIP conference proceedings. 227–230.
11.
Brewe, Eric, L. H. Kramer, George O’Brien, et al.. (2008). CLASS Shifts in Modeling Instruction. AIP conference proceedings. 79–82. 4 indexed citations
12.
O’Brien, George, et al.. (2005). Assessing Teaching Practices of Secondary Mathematics Student Teachers: An Exploratory Cross Case Analysis of Voluntary Field Experiences 1. Teacher education quarterly (Claremont, Calif.). 32(3). 139–151. 4 indexed citations
13.
Alacacı, Cengiz, et al.. (2002). Preservice Elementary Teachers' Use of Mathematics in a Project‐Based Science Approach. School Science and Mathematics. 102(4). 172–180. 12 indexed citations
14.
Park, Do‐Yong, et al.. (2002). A Scooter Inquiry: An Integrated Science, Mathematics, and Technology Activity. Science Activities. 39(3). 27–32. 4 indexed citations
15.
O’Brien, George, et al.. (1998). Using the Construction of a Science Education Web Site as a Focus of a Directed Study Course in Undergraduate Elementary Science Education. The Electronic Journal of Science Education. 3(2). 1–6. 3 indexed citations
16.
O’Brien, George, et al.. (1995). A Long-Term Assessment of an Integrated Microcomputer Component for Preservice Secondary Science Teachers. Journal of Computers in Mathematics and Science Teaching. 14(4). 499–520. 3 indexed citations
17.
18.
O’Brien, George, et al.. (1991). Videotaping: A tool for enhancing the teacher’s understanding of cognitive science and teacher self-development. Journal of Science Teacher Education. 2(4). 90–93. 4 indexed citations
19.
O’Brien, George, et al.. (1991). Teachers’ self-examination of their understanding of the nature of science: A history and philosophy course responsive to science teachers’ needs. Journal of Science Teacher Education. 2(4). 94–100. 7 indexed citations
20.
O’Brien, George & Edward L. Pizzini. (1986). Word Processing/Text Editing and the Quality of Student Abstracts. School Science and Mathematics. 86(3). 223–228. 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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