Gregory T. Rushton

1.7k total citations
68 papers, 1.3k citations indexed

About

Gregory T. Rushton is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Gregory T. Rushton has authored 68 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 47 papers in Education, 17 papers in Developmental and Educational Psychology and 13 papers in Physical and Theoretical Chemistry. Recurrent topics in Gregory T. Rushton's work include Science Education and Pedagogy (21 papers), Innovative Teaching Methods (17 papers) and Teacher Education and Leadership Studies (15 papers). Gregory T. Rushton is often cited by papers focused on Science Education and Pedagogy (21 papers), Innovative Teaching Methods (17 papers) and Teacher Education and Leadership Studies (15 papers). Gregory T. Rushton collaborates with scholars based in United States, Türkiye and United Kingdom. Gregory T. Rushton's co-authors include Ken D. Shimizu, Suzanne Domel Baxter, Brett Criswell, Christine Lotter, Herman E. Ray, Scott E. Lewis, Meltem Alemdar, Jong‐In Hong, Gillian Roehrig and Brandon Ofem and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Analytical Chemistry.

In The Last Decade

Gregory T. Rushton

64 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gregory T. Rushton United States 16 541 437 346 216 159 68 1.3k
Florentina Cañada Cañada Spain 26 388 0.7× 861 2.0× 288 0.8× 147 0.7× 306 1.9× 98 2.0k
Cheuk‐Fai Chow Hong Kong 29 335 0.6× 104 0.2× 824 2.4× 298 1.4× 37 0.2× 91 2.4k
Carlos Ayala Colombia 16 133 0.2× 605 1.4× 81 0.2× 58 0.3× 258 1.6× 110 1.2k
Mauro Mocerino Australia 24 26 0.0× 686 1.6× 340 1.0× 75 0.3× 282 1.8× 106 1.9k
Thomas E. Glass United States 29 68 0.1× 304 0.7× 283 0.8× 429 2.0× 10 0.1× 87 2.6k
Karina Adbo Sweden 8 144 0.3× 159 0.4× 107 0.3× 49 0.2× 90 0.6× 16 359
Susanne Wikman Sweden 13 399 0.7× 47 0.1× 244 0.7× 164 0.8× 25 0.2× 18 618
Mindy Levine United States 22 100 0.2× 47 0.1× 881 2.5× 328 1.5× 15 0.1× 84 2.1k
Paulo Rogério Miranda Correia Brazil 14 204 0.4× 154 0.4× 24 0.1× 50 0.2× 33 0.2× 55 598
Fitnat Köseoğlu Türkiye 12 35 0.1× 178 0.4× 110 0.3× 28 0.1× 94 0.6× 42 510

Countries citing papers authored by Gregory T. Rushton

Since Specialization
Citations

This map shows the geographic impact of Gregory T. Rushton'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 Gregory T. Rushton with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Gregory T. Rushton more than expected).

Fields of papers citing papers by Gregory T. Rushton

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gregory T. Rushton. 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 Gregory T. Rushton. The network helps show where Gregory T. Rushton may publish in the future.

Co-authorship network of co-authors of Gregory T. Rushton

This figure shows the co-authorship network connecting the top 25 collaborators of Gregory T. Rushton. A scholar is included among the top collaborators of Gregory T. Rushton 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 Gregory T. Rushton. Gregory T. Rushton 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.
2.
Zhang, Hongbo, et al.. (2025). Toward Real-Time Posture Classification: Reality Check. Electronics. 14(9). 1876–1876. 1 indexed citations
3.
Kırbulut, Zübeyde Demet, et al.. (2024). Bridging the Gap: Examining Student Engagement in a Hybrid POGIL General Chemistry Class. Journal of Chemical Education. 101(12). 5147–5159.
4.
Reid, Joshua W., et al.. (2024). Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding. Journal of Chemical Education. 101(3). 741–752. 2 indexed citations
5.
Criswell, Brett, et al.. (2024). Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions. International Journal of Leadership in Education. 1–25. 2 indexed citations
6.
Talanquer, Vicente, Renée S. Cole, & Gregory T. Rushton. (2024). Thinking and Learning in Nested Systems: The Classroom Level. Journal of Chemical Education. 101(2). 295–306. 6 indexed citations
7.
Kırbulut, Zübeyde Demet, et al.. (2023). Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens. Chemistry Education Research and Practice. 24(3). 1077–1099. 6 indexed citations
8.
Reid, Joshua W., Brandon Ofem, Michael E. Beeth, et al.. (2023). Perceived network bridging influences the career commitment decisions of early career teachers. International Journal of STEM Education. 10(1). 6 indexed citations
9.
Ray, Herman E., et al.. (2022). Analysis of category level performance on the Praxis ® earth and space science: Content knowledge test: Implications for professional learning. Journal of Geoscience Education. 71(2). 208–221. 1 indexed citations
10.
Reid, Joshua W., et al.. (2022). Empowering teacher leaders: the role of research in changing teacher leaders’ sense of themselves as professionals. International Journal of Leadership in Education. 28(4). 758–801. 7 indexed citations
11.
Reid, Joshua W., Brandon Ofem, Michael E. Beeth, et al.. (2021). Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education. 8(1). 24 indexed citations
12.
Criswell, Brett, et al.. (2021). Program attributes for developing and supporting STEM teacher leaders. International Journal of Leadership in Education. 28(1). 190–213. 13 indexed citations
13.
Jin, Ying, et al.. (2020). Examining the Psychometric Properties of the Redox Concept Inventory: A Rasch Approach. Journal of Chemical Education. 97(12). 4235–4244. 6 indexed citations
14.
Ray, Herman E., et al.. (2020). Demographic factors that influence performance on the Praxis Earth and Space Science: Content Knowledge Test. Journal of Geoscience Education. 69(4). 401–410. 2 indexed citations
15.
Ferraro, Kenneth F., et al.. (2020). Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for At-Risk Students. Journal of Chemical Education. 97(7). 1822–1831. 17 indexed citations
16.
Hassan, Taufiq, et al.. (2019). Diagnosing the current state of out-of-field teaching in high school science and mathematics. PLoS ONE. 14(9). e0223186–e0223186. 7 indexed citations
17.
Ray, Herman E., et al.. (2018). Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores. Journal of Chemical Education. 95(5). 700–708. 9 indexed citations
18.
Rushton, Gregory T., et al.. (2018). Analysing the impact of a discussion-oriented curriculum on first-year general chemistry students' conceptions of relative acidity. Chemistry Education Research and Practice. 19(2). 543–557. 9 indexed citations
19.
Alemdar, Meltem, et al.. (2018). Evaluation of a Noyce program: Development of teacher leaders in STEM education. Evaluation and Program Planning. 71. 1–11. 13 indexed citations
20.
Rushton, Gregory T., et al.. (2017). Guest control of a hydrogen bond-catalysed molecular rotor. Chemical Communications. 53(92). 12469–12472. 15 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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