Julie Thomas

525 total citations
20 papers, 381 citations indexed

About

Julie Thomas is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Julie Thomas has authored 20 papers receiving a total of 381 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Julie Thomas's work include Science Education and Perceptions (7 papers), Science Education and Pedagogy (5 papers) and Animal and Plant Science Education (4 papers). Julie Thomas is often cited by papers focused on Science Education and Perceptions (7 papers), Science Education and Pedagogy (5 papers) and Animal and Plant Science Education (4 papers). Julie Thomas collaborates with scholars based in United States, United Kingdom and Nigeria. Julie Thomas's co-authors include Jon E. Pedersen, Kevin D. Finson, Kamden K. Strunk, Toni Ivey, Christine DeWolf, Roger J. Davey, Linda Seton, Juliana Utley, M. Tyler Ley and Jeffery J. Summers and has published in prestigious journals such as Chemical Communications, Journal of Research in Science Teaching and The Quarterly Journal of Experimental Psychology Section A.

In The Last Decade

Julie Thomas

17 papers receiving 331 citations

Peers

Julie Thomas

EDUCA

DEP

GABS

Allison Antink‐Meyer United States

Stephen Thompson United States

Ana Belén Borrachero Cortés Spain

María Brígido Mero Spain

Denise G. Meister United States

Jeffrey T. Fouts United States

Deepika Menon United States

Peggy Cuevas United States

Jim Beggs United Kingdom

Linda Ramey‐Gassert United States

Allison Antink‐Meyer United States

Julie Thomas

440 ×1.7

EDUCA

241 ×1.4

DEP

70 ×0.7

27 ×0.5

GABS

29 ×0.8

Citations per year, relative to Julie Thomas Julie Thomas (= 1×) peers Allison Antink‐Meyer

Countries citing papers authored by Julie Thomas

Since Specialization

Citations

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

Fields of papers citing papers by Julie Thomas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Julie Thomas

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

Thomas, Julie, et al.. (2020). Expanded understanding of student conceptions of engineers: Validation of the modified draw‐an‐engineer test (mDAET) scoring rubric. School Science and Mathematics. 120(7). 391–401. 8 indexed citations

High, Karen, et al.. (2020). A Middle School Project For Science And Math Enhancement Through Engineering. 14.57.1–14.57.19.

Thomas, Julie, et al.. (2018). Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences. Operant Subjectivity. 40. 2 indexed citations

Thomas, Julie, et al.. (2018). Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences. Universiteitsbibliotheek EUR. 40. 1–20. 2 indexed citations

Korkmaz, Hünkâr, et al.. (2017). Students' Out-of-School Experiences, Job Priorities, and Perceptions toward Themselves as a Scientist: A Cross-Cultural Study.. Insecta mundi. 9(1). 63–80. 1 indexed citations

Thomas, Julie & Kamden K. Strunk. (2017). Expectancy‐value and children's science achievement: Parents matter. Journal of Research in Science Teaching. 54(6). 693–712. 35 indexed citations

Thomas, Julie, et al.. (2017). Collaborating for Early‐Age Career Awareness: A Comparison of Three Instructional Formats. Journal of Engineering Education. 106(2). 326–344. 20 indexed citations

Ivey, Toni, et al.. (2016). Integrated Engineering in Elementary Education: Tackling Challenges to Rural Teacher Training.

Thomas, Julie & Sandi Cooper. (2016). The Road to Reform: A Grounded Theory Study of Parents' and Teachers' Influence on Elementary School Science and Mathematics. School Science and Mathematics. 116(1). 29–42. 2 indexed citations

10.

Thomas, Julie, et al.. (2016). Fundamental Research: Developing a Rubric to Assess Children's Drawings of an Engineer at Work. Papers on Engineering Education Repository (American Society for Engineering Education). 4 indexed citations

11.

Ivey, Toni, et al.. (2015). Bringing Space Science Down to Earth for Preservice Elementary Teachers. Insecta mundi. 19(2). 1–19. 3 indexed citations

12.

Thomas, Julie, Toni Ivey, & Jim Puckette. (2013). Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology. Journal of Geoscience Education. 61(1). 113–119. 6 indexed citations

13.

Abry, Tashia, et al.. (2012). The "How" and "For Whom" of Program Effectiveness: Dissecting the "Responsive Classroom"[R] Approach in Relation to Academic Achievement.. Society for Research on Educational Effectiveness. 1 indexed citations

14.

Tallent‐Runnels, Mary K., Shana Shaw, & Julie Thomas. (2007). Using Characteristics of K–12 Gifted Programs to Evaluate Honors Programs. Insecta mundi. 8(1). 61. 4 indexed citations

15.

Finson, Kevin D., Jon E. Pedersen, & Julie Thomas. (2006). Comparing Science Teaching Styles to Students' Perceptions of Scientists. School Science and Mathematics. 106(1). 8–15. 53 indexed citations

16.

Thomas, Julie & Jon E. Pedersen. (2003). Reforming Elementary Science Teacher Preparation: What About Extant Teaching Beliefs?. School Science and Mathematics. 103(7). 319–330. 71 indexed citations

17.

Thomas, Julie, Linda Seton, Roger J. Davey, & Christine DeWolf. (2002). Using a liquid emulsion membrane system for the encapsulation of organic and inorganic substrates within inorganic microcapsules. Chemical Communications. 1072–1073. 24 indexed citations

18.

Thomas, Julie, Jon E. Pedersen, & Kevin D. Finson. (2001). Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs. Journal of Science Teacher Education. 12(4). 295–310. 123 indexed citations

19.

Thomas, Julie, et al.. (1998). Elementary Teachers Do Science: Guidelines for Teacher Preparation Programs.. 2 indexed citations

20.

Carson, Richard G., Julie Thomas, Jeffery J. Summers, M Walters, & András Semjén. (1997). The Dynamics of Bimanual Circle Drawing. The Quarterly Journal of Experimental Psychology Section A. 50(3). 664–683. 20 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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