Glennys O’Brien

412 total citations
18 papers, 288 citations indexed

About

Glennys O’Brien is a scholar working on Education, Pollution and Developmental and Educational Psychology. According to data from OpenAlex, Glennys O’Brien has authored 18 papers receiving a total of 288 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 4 papers in Pollution and 4 papers in Developmental and Educational Psychology. Recurrent topics in Glennys O’Brien's work include Innovative Teaching Methods (4 papers), Heavy metals in environment (4 papers) and Higher Education Learning Practices (4 papers). Glennys O’Brien is often cited by papers focused on Innovative Teaching Methods (4 papers), Heavy metals in environment (4 papers) and Higher Education Learning Practices (4 papers). Glennys O’Brien collaborates with scholars based in Australia, United States and Indonesia. Glennys O’Brien's co-authors include J. Aggett, Dianne F. Jolley, Stephen R. Wilson, Céline Kelso, Madeleine Schultz, James Mitchell Crow, Christopher D. Thompson, Tim R. Dargaville, Damris Muhammad and Anthony Wright and has published in prestigious journals such as Environmental Science & Technology, Water Research and International Journal of Science Education.

In The Last Decade

Glennys O’Brien

16 papers receiving 269 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Glennys O’Brien Australia	6	142	107	99	61	37	18	288
Luisa Rojas de Astudillo Venezuela	9	28 0.2×	97 0.9×	21 0.2×	99 1.6×	7 0.2×	29	252
Lois K. Ongley United States	7	175 1.2×	135 1.3×	6 0.1×	60 1.0×	2 0.1×	13	292
Ayşe Oğuz Türkiye	4	43 0.3×	250 2.3×	36 0.4×	86 1.4×		13	364
J. Wanless Southwick United States	5	230 1.6×	42 0.4×	16 0.2×	207 3.4×		8	353
Eleni Michalopoulou United Kingdom	5	14 0.1×	11 0.1×	19 0.2×	28 0.5×	9 0.2×	7	138
Mary Williamson Canada	8	307 2.2×	39 0.4×	16 0.2×	324 5.3×	1 0.0×	12	479
Katharina Oginawati Indonesia	10	7 0.0×	73 0.7×	4 0.0×	81 1.3×		45	248
Florian von Rosenberg Germany	5	8 0.1×	23 0.2×	29 0.3×	11 0.2×		13	177
Michal Poňavič Czechia	4	61 0.4×	107 1.0×		38 0.6×		4	139
Sukhvinder Kaur India	9	43 0.3×	42 0.4×	3 0.0×	43 0.7×		13	242

Countries citing papers authored by Glennys O’Brien

Since Specialization

Citations

This map shows the geographic impact of Glennys 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 Glennys 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 Glennys O’Brien more than expected).

Fields of papers citing papers by Glennys O’Brien

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

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

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

All Works

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18 of 18 papers shown

Schultz, Madeleine, Daniel Southam, Mark A. Buntine, et al.. (2023). ‘Transformative’: the threshold learning outcomes for science. Australian Journal of Chemistry. 76(12). 908–920. 2 indexed citations

Schultz, Madeleine, Daniel Southam, & Glennys O’Brien. (2020). Development, Evaluation, and Application of Chemistry Threshold Learning Outcomes – A Curriculum Framework for Tertiary Chemistry in Australia. Australian Journal of Chemistry. 73(10). 825–831. 5 indexed citations

Schultz, Madeleine, Gwendolyn Lawrie, Tim R. Dargaville, et al.. (2017). Evaluation of diagnostic tools that tertiary teachers can apply to profile their students’ conceptions. International Journal of Science Education. 39(5). 565–586. 17 indexed citations

Lawrie, Gwendolyn, Madeleine Schultz, Tim R. Dargaville, et al.. (2016). Closing the loop: A model for inter-institutional collaboration through delivering formative assessment in large, first-year STEM classes. Deakin Research Online (Deakin University). 399–410. 1 indexed citations

Jolley, Dianne F., et al.. (2016). Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. Journal of Chemical Education. 93(11). 1855–1862. 65 indexed citations

O’Brien, Glennys, et al.. (2015). Leading the way: Changing the focus from teaching to learning in large subjects with limited budgets. Biochemistry and Molecular Biology Education. 43(2). 88–99. 3 indexed citations

Lawrie, Gwendolyn, Aaron S. Micallef, Anthony R. Wright, et al.. (2014). Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments. QUT ePrints (Queensland University of Technology). 1 indexed citations

Schultz, Madeleine, James Mitchell Crow, & Glennys O’Brien. (2013). Outcomes of the Chemistry Discipline Network Mapping Exercises: Are the Threshold Learning Outcomes met?. International Journal of Innovation in Science and Mathematics Education. 21(1). 81–91. 5 indexed citations

O’Brien, Glennys, et al.. (2012). Prelaboratory activities to enhance the laboratory learning experience. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 10 indexed citations

10.

Crow, James Mitchell, Glennys O’Brien, & Madeleine Schultz. (2012). The Chemistry Discipline Network: One year on. 3 indexed citations

11.

O’Brien, Glennys, et al.. (2012). Small group work in large chemistry classes: workshops in First Year Chemistry. Research Online (University of Wollongong). 1. 1 indexed citations

12.

O’Brien, Glennys, et al.. (2012). A view of first year transition from Down Under. New Directions in the Teaching of Physical Sciences. 53–57. 1 indexed citations

13.

O’Brien, Glennys, et al.. (2011). “How to have a good first year experience in chemistry – as easy as from Part A to Part B.”. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 17.

14.

Muhammad, Damris, Glennys O’Brien, William E. Price, & Bryan E. Chenhall. (2005). Fractionation of sedimentary arsenic from Port Kembla Harbour, NSW, Australia. Journal of Environmental Monitoring. 7(6). 621–621. 6 indexed citations

15.

Jolley, Dianne F., Glennys O’Brien, & John P. Morrison. (2003). Evolution of Chemical Contaminant and Toxicology Studies, Part 1 - An Overview. 21(1). 1–5. 2 indexed citations

16.

O’Brien, Glennys, Dianne F. Jolley, & John P. Morrison. (2003). Evolution of chemical contaminant and toxicology studies, part 2 - case studies of Selenium and Arsenic. 21(1). 6–14. 2 indexed citations

17.

Aggett, J., et al.. (1986). Microbial transformations of arsenic in lake ohakuri, New Zealand. Water Research. 20(3). 283–294. 17 indexed citations

18.

Aggett, J. & Glennys O’Brien. (1985). Detailed model for the mobility of arsenic in lacustrine sediments based on measurements in Lake Ohakuri. Environmental Science & Technology. 19(3). 231–238. 147 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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