Jodi Patrick Holschuh

480 total citations
20 papers, 291 citations indexed

About

Jodi Patrick Holschuh is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Jodi Patrick Holschuh has authored 20 papers receiving a total of 291 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Literature and Literary Theory. Recurrent topics in Jodi Patrick Holschuh's work include Educational Strategies and Epistemologies (6 papers), Literacy, Media, and Education (6 papers) and Educator Training and Historical Pedagogy (5 papers). Jodi Patrick Holschuh is often cited by papers focused on Educational Strategies and Epistemologies (6 papers), Literacy, Media, and Education (6 papers) and Educator Training and Historical Pedagogy (5 papers). Jodi Patrick Holschuh collaborates with scholars based in United States. Jodi Patrick Holschuh's co-authors include Cynthia R. Hynd, Sherrie L. Nist, Dolores Perin, Eric J. Paulson and Lisa Scherff and has published in prestigious journals such as Harvard Educational Review, Review of Research in Education and Journal of Adolescent & Adult Literacy.

In The Last Decade

Jodi Patrick Holschuh

18 papers receiving 240 citations

Peers

Jodi Patrick Holschuh

EDUCA

DEP

SPS

LLT

ECP

Sue Lyle United Kingdom

Kathy N. Headley United States

Fiona Maine United Kingdom

William P. Bintz United States

Deborah Tidwell United States

Roya Q. Scales United States

Susan Davis Lenski United States

Manzoorul Abedin United Kingdom

Larry R. Johannessen United States

Cynthia B. Leung United States

Sue Lyle United Kingdom

Jodi Patrick Holschuh

289 ×1.6

EDUCA

108 ×0.9

DEP

65 ×0.9

SPS

42 ×0.7

LLT

15 ×0.5

ECP

Citations per year, relative to Jodi Patrick Holschuh Jodi Patrick Holschuh (= 1×) peers Sue Lyle

Countries citing papers authored by Jodi Patrick Holschuh

Since Specialization

Citations

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

Fields of papers citing papers by Jodi Patrick Holschuh

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jodi Patrick Holschuh. 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 Jodi Patrick Holschuh. The network helps show where Jodi Patrick Holschuh may publish in the future.

Co-authorship network of co-authors of Jodi Patrick Holschuh

This figure shows the co-authorship network connecting the top 25 collaborators of Jodi Patrick Holschuh. A scholar is included among the top collaborators of Jodi Patrick Holschuh 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 Jodi Patrick Holschuh. Jodi Patrick Holschuh 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

Paulson, Eric J., et al.. (2024). Using college readers' eye movements to discuss textbook reading strategies. Journal of Adolescent & Adult Literacy. 67(5). 274–282.

Holschuh, Jodi Patrick, et al.. (2022). Generating, weaving and curating: disciplinary processes for reading literary text. English Teaching Practice & Critique. 21(1). 29–43. 4 indexed citations

Holschuh, Jodi Patrick, et al.. (2021). Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory. Harvard Educational Review. 91(3). 382–401. 4 indexed citations

Holschuh, Jodi Patrick, et al.. (2020). English Disciplinary Literacy: Enhancing Students’ Literary Interpretive Moves. Journal of Adolescent & Adult Literacy. 64(2). 201–209. 9 indexed citations

Holschuh, Jodi Patrick, et al.. (2019). Using Disciplinary Approaches for Reading Literary Texts in Developmental Literacy Courses. Journal of College Reading and Learning. 49(3). 244–251. 7 indexed citations

Holschuh, Jodi Patrick. (2019). College Reading and Studying: The Complexity of Academic Literacy Task Demands. Journal of Adolescent & Adult Literacy. 62(6). 599–604. 23 indexed citations

Perin, Dolores & Jodi Patrick Holschuh. (2019). Teaching Academically Underprepared Postsecondary Students. Review of Research in Education. 43(1). 363–393. 20 indexed citations

Holschuh, Jodi Patrick. (2014). The Common Core Goes to College: The Potential for Disciplinary Literacy Approaches in Developmental Literacy Classes. Journal of College Reading and Learning. 45(1). 85–95. 17 indexed citations

Holschuh, Jodi Patrick. (2013). Read and Write Like a College Freshman: Trying to Walk in Their Shoes.. 43(1). 6–13. 1 indexed citations

10.

Scherff, Lisa, et al.. (2013). Opening the Conversation: Connecting across Classrooms, Communities, and Disciplines. English Education. 45(4). 315–321. 1 indexed citations

11.

Holschuh, Jodi Patrick, et al.. (2006). Effective College Learning. 1 indexed citations

12.

Nist, Sherrie L. & Jodi Patrick Holschuh. (2005). Practical Applications of the Research on Epistemological Beliefs. Journal of College Reading and Learning. 35(2). 84–92. 25 indexed citations

13.

Holschuh, Jodi Patrick, et al.. (2005). College Success Strategies. 1 indexed citations

14.

Hynd, Cynthia R., et al.. (2004). Thinking like a Historian: College Students' Reading of Multiple Historical Documents. Journal of Literacy Research. 36(2). 141–176. 74 indexed citations

15.

Nist, Sherrie L. & Jodi Patrick Holschuh. (2002). College Rules!: How to Study, Survive, and Succeed in College. Medical Entomology and Zoology. 9 indexed citations

16.

Holschuh, Jodi Patrick. (2001). ATTRIBUTIONS TO FAILURE: THE EFFECTS OF EFFORT, ABILITY, AND LEARNING STRATEGY USE ON PERCEPTIONS OF FUTURE GOALS AND EMOTIONAL RESPONSES. Reading Psychology. 22(3). 153–173. 19 indexed citations

17.

Holschuh, Jodi Patrick. (2000). LEARNING COMPLEX SCIENTIFIC INFORMATION: MOTIVATION THEORY AND ITS RELATION TO STUDENT PERCEPTIONS. Reading & Writing Quarterly. 16(1). 23–57. 48 indexed citations

18.

Holschuh, Jodi Patrick. (2000). Do as I Say, Not as I Do: High, Average, and Low-Performing Students' Strategy Use in Biology. Journal of College Reading and Learning. 31(1). 94–108. 21 indexed citations

19.

Holschuh, Jodi Patrick. (1998). Why Manuscripts Get Rejected and What Can Be Done about it: Understanding the Editorial Process from an Insider's Perspective. Journal of Literacy Research. 30(1). 1–7. 3 indexed citations

20.

Nist, Sherrie L., et al.. (1996). THE EFFECTS OF REREADING, SELF‐SELECTED STRATEGY USE, AND REHEARSAL ON THE IMMEDIATE AND DELAYED UNDERSTANDING OF TEXT. Reading Psychology. 17(2). 137–157. 4 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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