James E. Dyer

1.3k total citations
47 papers, 877 citations indexed

About

James E. Dyer is a scholar working on General Agricultural and Biological Sciences, Education and Gender Studies. According to data from OpenAlex, James E. Dyer has authored 47 papers receiving a total of 877 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in General Agricultural and Biological Sciences, 28 papers in Education and 9 papers in Gender Studies. Recurrent topics in James E. Dyer's work include Diverse Educational Innovations Studies (36 papers), Indigenous and Place-Based Education (13 papers) and Gender and Technology in Education (9 papers). James E. Dyer is often cited by papers focused on Diverse Educational Innovations Studies (36 papers), Indigenous and Place-Based Education (13 papers) and Gender and Technology in Education (9 papers). James E. Dyer collaborates with scholars based in United States. James E. Dyer's co-authors include Brian E. Myers, Edward W. Osborne, T. Grady Roberts, Bryan L. Garton, Anna Ball, David L. Williams, Robert J. Birkenholz, Andrew C. Thoron and David L. Williams and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Agricultural Education and Journal of Applied Communications.

In The Last Decade

James E. Dyer

44 papers receiving 458 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
James E. Dyer United States	19	585	504	105	97	77	47	877
Brian E. Myers United States	15	428 0.7×	286 0.6×	50 0.5×	68 0.7×	51 0.7×	85	651
Bryan L. Garton United States	13	366 0.6×	232 0.5×	46 0.4×	87 0.9×	61 0.8×	33	515
Neil A. Knobloch United States	13	471 0.8×	276 0.5×	73 0.7×	78 0.8×	49 0.6×	53	714
John C. Ricketts Japan	11	285 0.5×	165 0.3×	70 0.7×	27 0.3×	27 0.4×	41	430
Kathleen D. Kelsey United States	11	198 0.3×	128 0.3×	48 0.5×	54 0.6×	15 0.2×	65	410
Anna Ball United States	13	217 0.4×	173 0.3×	34 0.3×	24 0.2×	17 0.2×	50	512
Ray V. Herren United States	6	309 0.5×	71 0.1×	22 0.2×	88 0.9×	16 0.2×	22	595
Theresa Pesl Murphrey United States	10	187 0.3×	115 0.2×	17 0.2×	36 0.4×	28 0.4×	63	400
Krisanna Machtmes United States	10	252 0.4×	86 0.2×	23 0.2×	52 0.5×	22 0.3×	37	527
Kathryn Scantlebury United States	16	748 1.3×	129 0.3×	135 1.3×	194 2.0×	38 0.5×	51	891

Countries citing papers authored by James E. Dyer

Since Specialization

Citations

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

Fields of papers citing papers by James E. Dyer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of James E. Dyer

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

Myers, Brian E. & James E. Dyer. (2006). EFFECTS OF INVESTIGATIVE LABORATORY INSTRUCTION ON CONTENT KNOWLEDGE AND SCIENCE PROCESS SKILL ACHIEVEMENT ACROSS LEARNING STYLES. Journal of Agricultural Education. 47(4). 52–63. 34 indexed citations

Myers, Brian E. & James E. Dyer. (2006). THE INFLUENCE OF STUDENT LEARNING STYLE ON CRITICAL THINKING SKILL. Journal of Agricultural Education. 47(1). 43–52. 76 indexed citations

Myers, Brian E., et al.. (2005). Problems Facing Beginning Agriculture Teachers. Journal of Agricultural Education. 46(3). 47–55. 47 indexed citations

Roberts, T. Grady & James E. Dyer. (2005). The Relationship Of Self-Efficacy, Motivation, And Critical Thinking Disposition To Achievement And Attitudes When An Illustrated Web Lecture Is Used In An Online Learning Environment. Journal of Agricultural Education. 46(2). 12–23. 28 indexed citations

Dyer, James E., et al.. (2004). Agricultural Education = Agricultural Literacy. The Agricultural education magazine. 77(1). 23.

Myers, Brian E., et al.. (2004). Assessing Agriculture Teachers' Capacity for Teaching Science Integrated Process Skills. 29 indexed citations

Myers, Brian E., et al.. (2004). SOLUTIONS TO RECRUITMENT ISSUES OF HIGH SCHOOL AGRICULTURAL EDUCATION PROGRAMS. Journal of Agricultural Education. 45(4). 12–21. 16 indexed citations

Dyer, James E., et al.. (2003). Publishing agricultural news: a study of Arkansas daily newspaper editors. Journal of Applied Communications. 6 indexed citations

Myers, Brian E. & James E. Dyer. (2003). Advising Components, Roles, and Perceived Level of Competence of University Faculty. 1 indexed citations

10.

Dyer, James E., et al.. (2003). Problems In Recruiting Students Into Agricultural Education Programs: A Delphi Study Of Agriculture Teacher Perceptions. Journal of Agricultural Education. 44(2). 75–85. 12 indexed citations

11.

Myers, Brian E. & James E. Dyer. (2002). Making Science Applicable - the Need for a Modern Agricultural Education Curriculum. The Agricultural education magazine. 74(5). 24.

12.

Ball, Anna, Bryan L. Garton, & James E. Dyer. (2001). The Influence Of Learning Communities And 4-H/FFA Participation On College Of Agriculture Students' Academic Performance And Retention. Journal of Agricultural Education. 42(4). 54–62. 15 indexed citations

13.

Osborne, Edward W. & James E. Dyer. (2000). ATTITUDES OF ILLINOIS AGRISCIENCE STUDENTS AND THEIR PARENTS TOWARD AGRICULTURE AND AGRICULTURAL EDUCATION PROGRAMS. Journal of Agricultural Education. 41(3). 50–59. 31 indexed citations

14.

Dyer, James E., et al.. (2000). IDENTIFYING SOURCES OF BIAS IN AGRICULTURAL NEWS REPORTING. Journal of Agricultural Education. 41(4). 125–133. 24 indexed citations

15.

Garton, Bryan L., et al.. (2000). Predicting College Agriculture Students' Academic Performance and Retention: A Trend Study.. 4 indexed citations

16.

Dyer, James E. & Edward W. Osborne. (1999). EFFECTS OF STUDENT LEARNING STYLES ON SHORT AND LONG TERM RETENTION OF SUBJECT MATTER USING VARIOUS TEACHING APPROACHES. Journal of Agricultural Education. 40(2). 11–18. 3 indexed citations

17.

Dyer, James E., et al.. (1999). Attitudes Of College Of Agriculture Freshmen Toward Agriculture. Journal of Agricultural Education. 40(2). 1–10. 17 indexed citations

18.

Dyer, James E. & David L. Williams. (1997). Supervision Of Supervised Agricultural Experience Programs: A Synthesis Of Research. Journal of Agricultural Education. 38(4). 59–67. 13 indexed citations

19.

Dyer, James E.. (1995). Effects of teaching approach on achievement, retention, and problem-solving ability of Illinois agricultural education students with varying learning styles. 10 indexed citations

20.

Dyer, James E. & Edward W. Osborne. (1995). Participation In Supervised Agricultural Experience Programs: A Synthesis Of Research. Journal of Agricultural Education. 36(1). 6–14. 33 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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