Kara E. Gray

463 total citations
26 papers, 303 citations indexed

About

Kara E. Gray is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Kara E. Gray has authored 26 papers receiving a total of 303 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 11 papers in Developmental and Educational Psychology and 3 papers in Sociology and Political Science. Recurrent topics in Kara E. Gray's work include Science Education and Pedagogy (11 papers), Educational Strategies and Epistemologies (7 papers) and Innovative Teaching and Learning Methods (5 papers). Kara E. Gray is often cited by papers focused on Science Education and Pedagogy (11 papers), Educational Strategies and Epistemologies (7 papers) and Innovative Teaching and Learning Methods (5 papers). Kara E. Gray collaborates with scholars based in United States. Kara E. Gray's co-authors include Valerie K. Otero, Carl Wieman, Katherine K. Perkins, Wendy K. Adams, David C. Webb, Michael Schratz, Rachel E. Scherr, N. Sanjay Rebello, Theodore Hodapp and Geoff Potvin and has published in prestigious journals such as Science Education, Cognition and Instruction and Physical Review Special Topics - Physics Education Research.

In The Last Decade

Kara E. Gray

25 papers receiving 277 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kara E. Gray United States	8	214	122	33	32	27	26	303
Nguyễn Văn Hạnh Vietnam	9	85 0.4×	29 0.2×	8 0.2×	17 0.5×	20 0.7×	25	290
Jolien De Meester Belgium	5	264 1.2×	97 0.8×	27 0.8×	35 1.1×	5 0.2×	11	372
Leen Goovaerts Belgium	5	268 1.3×	92 0.8×	29 0.9×	33 1.0×	2 0.1×	12	371
Eben B. Witherspoon United States	6	80 0.4×	78 0.6×	18 0.5×	16 0.5×	6 0.2×	12	255
Erdoğan Kaya United States	12	164 0.8×	83 0.7×	7 0.2×	26 0.8×	5 0.2×	46	293
Emily MacLeod United Kingdom	8	172 0.8×	84 0.7×	69 2.1×	34 1.1×	10 0.4×	11	399
Christopher Wright United States	9	192 0.9×	67 0.5×	20 0.6×	32 1.0×	17 0.6×	36	338
Chunxia Qi China	9	151 0.7×	46 0.4×	33 1.0×	6 0.2×	4 0.1×	34	241
Cameron Williams United Kingdom	6	179 0.8×	114 0.9×	51 1.5×	65 2.0×	1 0.0×	14	321
Ryan Brown United States	8	217 1.0×	76 0.6×	40 1.2×	24 0.8×		22	331

Countries citing papers authored by Kara E. Gray

Since Specialization

Citations

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

Fields of papers citing papers by Kara E. Gray

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kara E. Gray. 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 Kara E. Gray. The network helps show where Kara E. Gray may publish in the future.

Co-authorship network of co-authors of Kara E. Gray

This figure shows the co-authorship network connecting the top 25 collaborators of Kara E. Gray. A scholar is included among the top collaborators of Kara E. Gray 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 Kara E. Gray. Kara E. Gray 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

Gray, Kara E., et al.. (2023). Connecting Energy and Electricity Instruction to Local Environmental Justice Issues. The Physics Teacher. 61(6). 519–521.

Scherr, Rachel E., et al.. (2023). Energy in Its Material and Social Context: Power Plants. The Physics Teacher. 61(6). 428–431. 1 indexed citations

Tobin, R. G., et al.. (2021). Telling the energy story: Design and results of a new curriculum for energy in upper elementary school. Science Education. 106(1). 27–56. 4 indexed citations

Robertson, Amy D., et al.. (2020). Curricular Knowledge as a Resource for Responsive Instruction: A Case Study. Cognition and Instruction. 39(2). 149–180. 2 indexed citations

Gray, Kara E., Michael Wittmann, Stamatis Vokos, & Rachel E. Scherr. (2019). Drawings of energy: Evidence of the Next Generation Science Standards model of energy in diagrams. Physical Review Physics Education Research. 15(1). 12 indexed citations

Robertson, Amy D., et al.. (2017). Identifying content knowledge for teaching energy: Examples from high school physics. Physical Review Physics Education Research. 13(1). 4 indexed citations

Scherr, Rachel E., et al.. (2017). Fixed and growth mindsets in physics graduate admissions. Physical Review Physics Education Research. 13(2). 24 indexed citations

Gray, Kara E. & Rachel E. Scherr. (2016). Drawing energy: Evidence of Next Generation Science Standards for energy in diagrams. The Physics Video Demonstration Database (Cornell University). 128–131. 4 indexed citations

Schratz, Michael, et al.. (2016). A New Way to See the Light: Improving Light Quality with Cost-Effective LED Technology. IEEE Industry Applications Magazine. 22(4). 55–62. 30 indexed citations

10.

Gray, Kara E., David C. Webb, & Valerie K. Otero. (2016). Effects of the learning assistant model on teacher practice. Physical Review Physics Education Research. 12(2). 28 indexed citations

11.

Gray, Kara E., David C. Webb, Valerie K. Otero, et al.. (2010). Are Learning Assistants Better K-12 Science Teachers?. AIP conference proceedings. 157–160. 5 indexed citations

12.

Gray, Kara E., Valerie K. Otero, Mel Sabella, Charles Henderson, & Chandralekha Singh. (2009). Analysis of Former Learning Assistants’ Views on Cooperative Learning. AIP conference proceedings. 149–152. 7 indexed citations

13.

Gray, Kara E., Wendy K. Adams, Carl Wieman, & Katherine K. Perkins. (2008). Students know what physicists believe, but they don’t agree: A study using the CLASS survey. Physical Review Special Topics - Physics Education Research. 4(2). 53 indexed citations

14.

Otero, Valerie K. & Kara E. Gray. (2008). Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum. Physical Review Special Topics - Physics Education Research. 4(2). 62 indexed citations

15.

Otero, Valerie K., Kara E. Gray, Leon Hsu, Charles Henderson, & Laura McCullough. (2007). Learning to Think Like Scientists with the PET Curriculum. AIP conference proceedings. 160–163. 4 indexed citations

16.

Engelhardt, Paula V., Kara E. Gray, & N. Sanjay Rebello. (2004). How Many Students Does It Take Before We See the Light?. The Physics Teacher. 42(4). 216–221. 11 indexed citations

17.

Gray, Kara E., et al.. (2004). A FRAMEWORK FOR THE DYNAMICS OF STUDENT REASONING IN AN INTERVIEW. 2 indexed citations

18.

Gray, Kara E.. (2004). THE EFFECT OF QUESTION ORDER ON STUDENT RESPONSES TO MULTIPLE CHOICE PHYSICS QUESTIONS. 6 indexed citations

19.

Gray, Kara E.. (2004). Implications of a framework for student reasoning in an interview. AIP conference proceedings. 720. 125–128. 2 indexed citations

20.

Gray, Kara E., N. Sanjay Rebello, & Dean Zollman. (2002). The Effect of Question Order on Responses to Multiple-choice Questions. The Physics Video Demonstration Database (Cornell University). 6 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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