Jaymes Pyne

437 total citations
20 papers, 259 citations indexed

About

Jaymes Pyne is a scholar working on Education, Sociology and Political Science and Social Psychology. According to data from OpenAlex, Jaymes Pyne has authored 20 papers receiving a total of 259 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Sociology and Political Science and 5 papers in Social Psychology. Recurrent topics in Jaymes Pyne's work include Early Childhood Education and Development (8 papers), Child and Adolescent Psychosocial and Emotional Development (4 papers) and Education Discipline and Inequality (3 papers). Jaymes Pyne is often cited by papers focused on Early Childhood Education and Development (8 papers), Child and Adolescent Psychosocial and Emotional Development (4 papers) and Education Discipline and Inequality (3 papers). Jaymes Pyne collaborates with scholars based in United States and Canada. Jaymes Pyne's co-authors include Eric Grodsky, Geoffrey D. Borman, Christopher S. Rozek, Thomas S. Dee, Paul Hanselman, Michela Musto, Eric M. Camburn, Dominique Bradley and Katie Eklund and has published in prestigious journals such as Proceedings of the National Academy of Sciences, Science Advances and Social Forces.

In The Last Decade

Jaymes Pyne

19 papers receiving 247 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jaymes Pyne United States	9	132	84	74	65	40	20	259
Ruth Marlow United Kingdom	7	120 0.9×	35 0.4×	108 1.5×	49 0.8×	72 1.8×	8	275
Jin Kuan Kok Malaysia	11	111 0.8×	90 1.1×	144 1.9×	49 0.8×	28 0.7×	30	292
Kate Phillippo United States	12	262 2.0×	44 0.5×	121 1.6×	81 1.2×	31 0.8×	31	368
Suzanne Graham United States	8	142 1.1×	41 0.5×	41 0.6×	60 0.9×	50 1.3×	28	303
Catherine F. Drane Australia	9	114 0.9×	53 0.6×	74 1.0×	44 0.7×	52 1.3×	20	257
Mira Aaboen Sletten Norway	9	43 0.3×	73 0.9×	97 1.3×	91 1.4×	50 1.3×	22	263
Raquel Souza Lobo Guzzo Brazil	9	112 0.8×	69 0.8×	112 1.5×	62 1.0×	71 1.8×	78	307
Qi Shi United States	9	113 0.9×	144 1.7×	92 1.2×	33 0.5×	29 0.7×	40	282
Trevor Fronius United States	9	261 2.0×	81 1.0×	72 1.0×	97 1.5×	30 0.8×	20	372
Felix Bittmann Germany	9	84 0.6×	58 0.7×	46 0.6×	73 1.1×	21 0.5×	36	229

Countries citing papers authored by Jaymes Pyne

Since Specialization

Citations

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

Fields of papers citing papers by Jaymes Pyne

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jaymes Pyne

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

Pyne, Jaymes, et al.. (2023). Teacher Mindsets and Student Sense of Classroom Belonging. The Journal of Early Adolescence. 44(5). 579–599.

Pyne, Jaymes. (2023). Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention. Educational Evaluation and Policy Analysis. 46(1). 82–105. 1 indexed citations

Dee, Thomas S. & Jaymes Pyne. (2022). A community response approach to mental health and substance abuse crises reduced crime. Science Advances. 8(23). 23 indexed citations

Pyne, Jaymes & Michela Musto. (2022). A Gendered and Racialized Educational Hierarchy: Disparities in Elementary School Teachers’ Perceptions of Student Behavior. Social Forces. 101(4). 1948–1975. 7 indexed citations

Pyne, Jaymes, et al.. (2021). A Community-Response Approach to Mental-Health and Substance-Abuse Crises Reduced Crime. OSF Preprints (OSF Preprints). 4 indexed citations

Pyne, Jaymes, et al.. (2021). The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. Education Finance and Policy. 18(1). 127–155. 4 indexed citations

Borman, Geoffrey D., et al.. (2021). A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale. American Educational Research Journal. 59(2). 284–314. 6 indexed citations

Pyne, Jaymes, et al.. (2021). The Signaling Power of Unexcused Absence from School. Educational Policy. 37(3). 676–704. 13 indexed citations

Pyne, Jaymes. (2020). Gender Test Score Gaps Under Equal Behavioral Engagement. Educational Researcher. 49(6). 459–464. 5 indexed citations

10.

Pyne, Jaymes & Geoffrey D. Borman. (2020). Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle School. Journal of Research on Educational Effectiveness. 13(4). 652–678. 3 indexed citations

11.

Borman, Geoffrey D., Christopher S. Rozek, Jaymes Pyne, & Paul Hanselman. (2019). Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences. 116(33). 16286–16291. 38 indexed citations

12.

Pyne, Jaymes & Eric Grodsky. (2019). Inequality and Opportunity in a Perfect Storm of Graduate Student Debt. Sociology of Education. 93(1). 20–39. 11 indexed citations

13.

Pyne, Jaymes & Eric Grodsky. (2019). Inequality and Opportunity in a Perfect Storm of Graduate Student Debt. Sociology of Education. 93(1). 20–39. 45 indexed citations

14.

Pyne, Jaymes, Christopher S. Rozek, & Geoffrey D. Borman. (2018). Assessing malleable social-psychological academic attitudes in early adolescence. Journal of School Psychology. 71. 57–71. 8 indexed citations

15.

Pyne, Jaymes. (2018). Suspended Attitudes: Exclusion and Emotional Disengagement from School. Sociology of Education. 92(1). 59–82. 35 indexed citations

16.

Pyne, Jaymes & Eric Grodsky. (2018). Where’s the Crisis? How Undergraduate Enrollment Patterns Influence Growth in Student Debt. VTechWorks (Virginia Tech). 1 indexed citations

17.

Borman, Geoffrey D. & Jaymes Pyne. (2016). What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality. RSF The Russell Sage Foundation Journal of the Social Sciences. 2(5). 164–185. 6 indexed citations

18.

Pyne, Jaymes. (2011). Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model. Professional School Counseling. 15(2). 23 indexed citations

19.

Pyne, Jaymes. (2011). Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model. Professional School Counseling. 15(2). 88–97. 25 indexed citations

20.

Pyne, Jaymes. (2007). School Counselors Linked to Student Success. ScholarWorks - GVSU (Grand Valley State University). 2(1). 6. 1 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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