James Concannon

651 total citations
28 papers, 367 citations indexed

About

James Concannon is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, James Concannon has authored 28 papers receiving a total of 367 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 8 papers in Developmental and Educational Psychology and 7 papers in Safety Research. Recurrent topics in James Concannon's work include Science Education and Pedagogy (16 papers), Career Development and Diversity (6 papers) and Engineering Education and Curriculum Development (4 papers). James Concannon is often cited by papers focused on Science Education and Pedagogy (16 papers), Career Development and Diversity (6 papers) and Engineering Education and Curriculum Development (4 papers). James Concannon collaborates with scholars based in United States. James Concannon's co-authors include Lloyd H. Barrow, Patrick L. Brown, Norman G. Lederman, Judith S. Lederman, Marcelle A. Siegel, Sharyn K. Freyermuth, Kristy Halverson, Patrick Brown, John Gilbert and Bernhard Hansert and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Science Education and Journal of Science Education and Technology.

In The Last Decade

James Concannon

24 papers receiving 337 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
James Concannon United States	11	194	133	74	70	67	28	367
Mica Hutchison United States	3	120 0.6×	111 0.8×	51 0.7×	133 1.9×	38 0.6×	9	310
Irene Mena United States	7	174 0.9×	85 0.6×	27 0.4×	66 0.9×	126 1.9×	26	304
Casey Shapiro United States	7	223 1.1×	144 1.1×	53 0.7×	32 0.5×	47 0.7×	13	426
Renata Revelo United States	11	241 1.2×	179 1.3×	29 0.4×	118 1.7×	27 0.4×	39	401
Pamela Cantrell United States	6	325 1.7×	56 0.4×	28 0.4×	59 0.8×	83 1.2×	13	445
Deborah Follman United States	8	184 0.9×	159 1.2×	104 1.4×	209 3.0×	54 0.8×	16	531
Toni Ivey United States	10	213 1.1×	63 0.5×	22 0.3×	44 0.6×	89 1.3×	22	301
Caihong R. Li United States	6	119 0.6×	78 0.6×	96 1.3×	64 0.9×	39 0.6×	12	416
Natalie Tran United States	9	191 1.0×	50 0.4×	20 0.3×	69 1.0×	72 1.1×	21	319
Andrew Jocuns Thailand	7	177 0.9×	153 1.2×	29 0.4×	209 3.0×	52 0.8×	30	460

Countries citing papers authored by James Concannon

Since Specialization

Citations

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

Fields of papers citing papers by James Concannon

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of James Concannon

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

Concannon, James, et al.. (2021). Promoting sportsmanship awareness: An application of teaching a personal and social responsibility model in middle school physical education. Journal of physical education and sport. 12(1). 19–33.

Concannon, James & Lloyd H. Barrow. (2020). A Cross Sectional Study Of Engineering Self Efficacy. Papers on Engineering Education Repository (American Society for Engineering Education). 13.28.1–13.28.20. 3 indexed citations

Gilbert, John, et al.. (2020). Differences in Science American College Testing Scores between Traditional and Alternative Science Sequences. SHILAP Revista de lepidopterología. 31(4). 425–430. 1 indexed citations

Brown, Patrick & James Concannon. (2018). Inquiry-Based Science Activities in Grades 6–12. 2 indexed citations

Concannon, James & Patrick L. Brown. (2018). Students’ investigations of torque. Science Activities. 55(3-4). 89–103. 1 indexed citations

Brown, Patrick L., et al.. (2016). An Examination of Middle School Students' STEM Self-Efficacy with Relation to Interest and Perceptions of STEM.. Journal of STEM education. 17(3). 27–38. 47 indexed citations

Brown, Patrick L., et al.. (2016). An Examination of Middle School Students' STEM Self-Efficacy, Interests and Perceptions. Journal of STEM education. 17(3). 22 indexed citations

Brown, Patrick L. & James Concannon. (2016). Students use of the PSOE model to understand weather and climate. Science Activities. 53(3). 87–91. 4 indexed citations

Brown, Patrick L. & James Concannon. (2016). Students’ perceptions of vocabulary knowledge and learning in a middle school science classroom. International Journal of Science Education. 38(3). 391–408. 16 indexed citations

10.

Concannon, James & Patrick L. Brown. (2014). Investigating Student Perceptions of Vocabulary and Learning in Middle School Science. Advances in Social Sciences Research Journal. 1(3). 206–206. 3 indexed citations

11.

Concannon, James, et al.. (2014). Elementary Students’ Investigations in Natural Selection. Science Activities. 51(2). 44–51. 1 indexed citations

12.

Concannon, James, et al.. (2013). Prospective Teachers’ Perceptions of Science Theories: An Action Research Study. Creative Education. 4(1). 82–88. 5 indexed citations

13.

Brown, Patrick L., et al.. (2013). What's There to Debate about Nuclear Energy? Promoting Multidimensional Science Literacy by Implementing STS Strategies. Science Activities. 50(2). 41–48. 2 indexed citations

14.

Concannon, James & Lloyd H. Barrow. (2012). A Reanalysis of Engineering Majors’ Self-Efficacy Beliefs. Journal of Science Education and Technology. 21(6). 742–753. 38 indexed citations

15.

Concannon, James. (2011). How Thin Is Foil? Applying Density to Find the Thickness of Aluminum Foil. Science Activities. 48(3). 81–84. 1 indexed citations

16.

Concannon, James, et al.. (2011). An Interdisciplinary Theme: Topographic Maps and Plate Tectonics. Science Activities. 48(2). 49–56. 1 indexed citations

17.

Concannon, James, et al.. (2011). Looking Back at the Sputnik Era and Its Impact on Science Education. School Science and Mathematics. 111(7). 368–375. 28 indexed citations

18.

Concannon, James, et al.. (2010). Students Conceptualizing Transcription and Translation from a Cellular Perspective. Science Activities. 47(3). 83–88. 3 indexed citations

19.

Concannon, James, Marcelle A. Siegel, Kristy Halverson, & Sharyn K. Freyermuth. (2009). College Students’ Conceptions of Stem Cells, Stem Cell Research, and Cloning. Journal of Science Education and Technology. 19(2). 177–186. 18 indexed citations

20.

Concannon, James & Lloyd H. Barrow. (2009). A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status. Journal of Science Education and Technology. 18(2). 163–172. 72 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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