Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition
19941.1k citationsJeremy Roschelle et al.profile →
Learning by Collaborating: Convergent Conceptual Change
Countries citing papers authored by Jeremy Roschelle
Since
Specialization
Citations
This map shows the geographic impact of Jeremy Roschelle'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 Jeremy Roschelle with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jeremy Roschelle more than expected).
Fields of papers citing papers by Jeremy Roschelle
This network shows the impact of papers produced by Jeremy Roschelle. 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 Jeremy Roschelle. The network helps show where Jeremy Roschelle may publish in the future.
Co-authorship network of co-authors of Jeremy Roschelle
This figure shows the co-authorship network connecting the top 25 collaborators of Jeremy Roschelle.
A scholar is included among the top collaborators of Jeremy Roschelle 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 Jeremy Roschelle. Jeremy Roschelle is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Roschelle, Jeremy, et al.. (2017). How Big Is That? Reporting the Effect Size and Cost of ASSISTments in the Maine Homework Efficacy Study.. Grantee Submission.4 indexed citations
3.
Feng, Mingyu, Jeremy Roschelle, Craig A. Mason, & Ruchi Bhanot. (2016). Investigating Gender Difference on Homework in Middle School Mathematics.. Educational Data Mining. 364–369.1 indexed citations
4.
Feng, Mingyu, Jeremy Roschelle, Craig A. Mason, & Ruchi Bhanot. (2016). Investigating Gender Differences on Homework in Middle School Mathematics.. Grantee Submission.4 indexed citations
5.
D’Angelo, Cynthia, Jeremy Roschelle, & Harry Bratt. (2015). Using students’ speech to characterize group collaboration quality. Computer Supported Collaborative Learning. 819–820.1 indexed citations
6.
Feng, Mingyu, Jeremy Roschelle, Robert A. Murphy, & Neil T. Heffernan. (2014). Using Analytics for Improving Implementation Fidelity in an Large Scale Efficacy Trial.. Grantee Submission.2 indexed citations
7.
Roschelle, Jeremy, et al.. (2013). Integrating Technology for Deep Mathematics Learning. UCL Discovery (University College London).
8.
Roschelle, Jeremy, Patricia Schänk, William R. Penuel, et al.. (2011). CSCL and Innovation: In Classrooms, With Teachers, Among School Leaders, In Schools of Education.. Computer Supported Collaborative Learning.5 indexed citations
9.
Roschelle, Jeremy, et al.. (2010). Equity in scaling up SimCalc: investigating differences in student learning and classroom implementation. International Conference of Learning Sciences. 333–340.4 indexed citations
10.
Roschelle, Jeremy, et al.. (2008). Measuring mathematics discourse in technology-supported collaborative activities. International Conference of Learning Sciences. 117–118.2 indexed citations
Vahey, Philip, Jeremy Roschelle, & Deborah Tatar. (2007). Using Handhelds to Link Private Cognition and Public Interaction. Educational Technology archive. 47(3). 13–16.4 indexed citations
14.
Roschelle, Jeremy & William R. Penuel. (2006). Co-design of innovations with teachers: definition and dynamics. International Conference of Learning Sciences. 606–612.103 indexed citations
Roschelle, Jeremy, William R. Penuel, & Louis Abrahamson. (2004). The Networked Classroom. Educational leadership. 61(5). 50.112 indexed citations
17.
Tatar, Deborah, et al.. (2004). Leveraging handhelds to increase student learning: engaging middle school students with the mathematics of change. International Conference of Learning Sciences. 553–560.18 indexed citations
18.
Penuel, William R., et al.. (2004). Meeting teachers in the middle: designing handheld computer-supported activities to improve student questioning. International Conference of Learning Sciences. 404–411.4 indexed citations
19.
Roschelle, Jeremy, et al.. (1997). Banking on Educational Software: A Wired Economy Unfolds.. 6(4). 25–28.3 indexed citations
20.
Roschelle, Jeremy. (1994). Collaborative Inquiry: Reflections on Dewey and Learning Technology.. The Computing teacher. 21(8). 9.2 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.