Jennifer H. Doherty

628 total citations
35 papers, 389 citations indexed

About

Jennifer H. Doherty is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Jennifer H. Doherty has authored 35 papers receiving a total of 389 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 9 papers in Social Psychology and 7 papers in Developmental and Educational Psychology. Recurrent topics in Jennifer H. Doherty's work include Science Education and Pedagogy (11 papers), Innovative Teaching Methods (9 papers) and Animal and Plant Science Education (8 papers). Jennifer H. Doherty is often cited by papers focused on Science Education and Pedagogy (11 papers), Innovative Teaching Methods (9 papers) and Animal and Plant Science Education (8 papers). Jennifer H. Doherty collaborates with scholars based in United States. Jennifer H. Doherty's co-authors include Mary Pat Wenderoth, Emily E. Scott, Yael Wyner, Brenda B. Casper, Bao‐Ming Ji, Lauren N. Jescovitch, Kevin C. Haudek, Mark Urban‐Lurain, Danny J. Gustafson and Stephen P. Bentivenga and has published in prestigious journals such as PLoS ONE, Ecology and Environmental Pollution.

In The Last Decade

Jennifer H. Doherty

33 papers receiving 375 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jennifer H. Doherty United States 11 179 86 50 48 45 35 389
Emily A. Holt United States 11 216 1.2× 49 0.6× 65 1.3× 42 0.9× 38 0.8× 52 504
Melissa L. Aikens United States 12 186 1.0× 39 0.5× 146 2.9× 45 0.9× 19 0.4× 21 493
José‐Reyes Ruiz‐Gallardo Spain 13 236 1.3× 58 0.7× 79 1.6× 20 0.4× 29 0.6× 38 443
Julie Bélanger Canada 10 75 0.4× 92 1.1× 22 0.4× 64 1.3× 11 0.2× 25 395
Hui Jin United States 12 328 1.8× 191 2.2× 58 1.2× 8 0.2× 20 0.4× 39 471
Abe Dirk Hofman Netherlands 11 84 0.5× 118 1.4× 28 0.6× 19 0.4× 59 1.3× 24 478
Enio Galinkin Jelihovschi Brazil 10 93 0.5× 30 0.3× 17 0.3× 47 1.0× 21 0.5× 17 354
Kristine Callis‐Duehl United States 8 128 0.7× 33 0.4× 38 0.8× 29 0.6× 24 0.5× 19 289
Jérémy Castéra France 10 174 1.0× 61 0.7× 80 1.6× 9 0.2× 9 0.2× 21 419
Stefano Fiorini United States 8 70 0.4× 16 0.2× 41 0.8× 9 0.2× 18 0.4× 20 283

Countries citing papers authored by Jennifer H. Doherty

Since Specialization
Citations

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

Fields of papers citing papers by Jennifer H. Doherty

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jennifer H. Doherty. 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 Jennifer H. Doherty. The network helps show where Jennifer H. Doherty may publish in the future.

Co-authorship network of co-authors of Jennifer H. Doherty

This figure shows the co-authorship network connecting the top 25 collaborators of Jennifer H. Doherty. A scholar is included among the top collaborators of Jennifer H. Doherty 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 Jennifer H. Doherty. Jennifer H. Doherty 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.
Doherty, Jennifer H., et al.. (2024). Student perceptions of the usefulness of core concepts when reasoning in physiology. AJP Advances in Physiology Education. 49(1). 166–176. 2 indexed citations
2.
Doherty, Jennifer H., et al.. (2024). Physiology Core Concepts Guide Successful Mechanistic Reasoning. Physiology. 39(S1).
3.
Doherty, Jennifer H., et al.. (2023). Covariational reasoning and item context affect language in undergraduate mass balance written explanations. AJP Advances in Physiology Education. 47(4). 762–775. 1 indexed citations
4.
Scott, Emily E., et al.. (2022). How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance. Journal of Research in Science Teaching. 60(1). 63–99. 9 indexed citations
5.
Wyner, Yael & Jennifer H. Doherty. (2021). Caring to know a name: An examination of New York City student attitudes towards knowing a tree's name. Plants People Planet. 4(3). 283–302. 4 indexed citations
6.
Doherty, Jennifer H., et al.. (2021). Evidence-based teaching practices correlate with increased exam performance in biology. PLoS ONE. 16(11). e0260789–e0260789. 9 indexed citations
7.
Scott, Emily E., Mary Pat Wenderoth, & Jennifer H. Doherty. (2020). Design-Based Research: A Methodology to Extend and Enrich Biology Education Research. CBE—Life Sciences Education. 19(3). es11–es11. 57 indexed citations
8.
Chen, Derek C., et al.. (2019). Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes. CBE—Life Sciences Education. 18(4). ar52–ar52. 9 indexed citations
9.
Wyner, Yael & Jennifer H. Doherty. (2019). Seeing the trees: what urban middle school students notice about the street trees that surround them. Journal of Biological Education. 55(2). 155–177. 7 indexed citations
10.
Crowe, Alison J., et al.. (2019). Impact of automated response systems on in‐class cell phone use. Biochemistry and Molecular Biology Education. 47(5). 538–546. 6 indexed citations
11.
Scott, Emily E., Mary Pat Wenderoth, & Jennifer H. Doherty. (2019). Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction. CBE—Life Sciences Education. 18(4). es5–es5. 15 indexed citations
12.
Hartley, Laurel, et al.. (2018). Is being familiar with biodiversity related to reasoning about ecology?. Ecosphere. 9(12). 5 indexed citations
13.
Strahan, David, et al.. (2017). Integrating Mindset Interventions with Language Arts Instruction: An Exploratory Study with Seventh Grade Students. RMLE Online. 40(7). 1–15. 6 indexed citations
14.
Doherty, Jennifer H. & Mary Pat Wenderoth. (2017). Implementing an Expressive Writing Intervention for Test Anxiety in a Large College Course. Journal of Microbiology and Biology Education. 18(2). 11 indexed citations
15.
Doherty, Jennifer H.. (2013). Using learning progressions to describe how students develop increasingly sophisticated understandings of biodiversity. 1 indexed citations
16.
Strahan, David, et al.. (2012). Differentiation in Action: Developing a Logic Model for Responsive Teaching in an Urban Middle School. RMLE Online. 35(8). 1–17. 3 indexed citations
17.
Doherty, Jennifer H.. (2009). Niche Partitioning Among Arbuscular Mycorrhizal Fungi and Consequences for Host Plant Performance. Scholarly Commons (University of Pennsylvania). 1 indexed citations
18.
Casper, Brenda B., Stephen P. Bentivenga, Bao‐Ming Ji, et al.. (2008). PLANT–SOIL FEEDBACK: TESTING THE GENERALITY WITH THE SAME GRASSES IN SERPENTINE AND PRAIRIE SOILS. Ecology. 89(8). 2154–2164. 51 indexed citations
19.
Doherty, Jennifer H., Bao‐Ming Ji, & Brenda B. Casper. (2007). Testing nickel tolerance of Sorghastrum nutans and its associated soil microbial community from serpentine and prairie soils. Environmental Pollution. 151(3). 593–598. 10 indexed citations
20.
Doherty, Jennifer H., et al.. (2002). Identifying Barriers to Learning for Transient People. CLOK (University of Central Lancashire). 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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2026