Libby Gerard

2.2k total citations · 1 hit paper
47 papers, 1.5k citations indexed

About

Libby Gerard is a scholar working on Education, Developmental and Educational Psychology and Artificial Intelligence. According to data from OpenAlex, Libby Gerard has authored 47 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 29 papers in Developmental and Educational Psychology and 8 papers in Artificial Intelligence. Recurrent topics in Libby Gerard's work include Innovative Teaching and Learning Methods (28 papers), Science Education and Pedagogy (13 papers) and Educational Strategies and Epistemologies (7 papers). Libby Gerard is often cited by papers focused on Innovative Teaching and Learning Methods (28 papers), Science Education and Pedagogy (13 papers) and Educational Strategies and Epistemologies (7 papers). Libby Gerard collaborates with scholars based in United States, Taiwan and United Kingdom. Libby Gerard's co-authors include Marcia C. Linn, Erin Palmer, Anne M. Baranger, Elisa Stone, Ou Lydia Liu, Kevin W. McElhaney, Camillia Matuk, Stephanie B. Corliss, Keisha Varma and Anna N. Rafferty and has published in prestigious journals such as Science, SHILAP Revista de lepidopterología and Journal of Educational Psychology.

In The Last Decade

Libby Gerard

46 papers receiving 1.4k citations

Hit Papers

Undergraduate research experiences: Impacts and opportuni... 2015 2026 2018 2022 2015 100 200 300 400 500
What are hit papers?

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.

  1. Undergraduate research experiences: Impacts and opportunities
    2015 548 citations Marcia C. Linn, Libby Gerard et al. profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Libby Gerard United States 18 834 504 291 234 213 47 1.5k
Susan A. Yoon United States 23 767 0.9× 559 1.1× 137 0.5× 209 0.9× 69 0.3× 83 1.8k
Yeping Li United States 25 1.7k 2.0× 472 0.9× 116 0.4× 323 1.4× 41 0.2× 93 2.3k
David Fortus Israel 21 1.9k 2.3× 1.1k 2.1× 215 0.7× 253 1.1× 63 0.3× 50 2.5k
Philip Bell United States 13 1.3k 1.6× 1.0k 2.0× 181 0.6× 214 0.9× 51 0.2× 20 2.3k
Adam V. Maltese United States 20 1.6k 1.9× 656 1.3× 1.2k 4.2× 302 1.3× 84 0.4× 74 3.0k
Neal Grandgenett United States 21 1.2k 1.5× 309 0.6× 280 1.0× 459 2.0× 36 0.2× 92 2.0k
Kent J. Crippen United States 19 1.8k 2.1× 1.2k 2.4× 97 0.3× 273 1.2× 92 0.4× 101 2.7k
Thomas André United States 19 1.1k 1.3× 785 1.6× 135 0.5× 77 0.3× 120 0.6× 54 1.8k
Leema K. Berland United States 21 2.3k 2.7× 1.7k 3.4× 148 0.5× 202 0.9× 66 0.3× 36 2.8k
Michael Barnett United States 22 1.0k 1.2× 671 1.3× 120 0.4× 179 0.8× 39 0.2× 57 1.8k

Countries citing papers authored by Libby Gerard

Since Specialization
Citations

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

Fields of papers citing papers by Libby Gerard

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Libby Gerard

This figure shows the co-authorship network connecting the top 25 collaborators of Libby Gerard. A scholar is included among the top collaborators of Libby Gerard 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 Libby Gerard. Libby Gerard 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.
Gerard, Libby, et al.. (2024). Teacher-informed Expansion of an Idea Detection Model for a Knowledge Integration Assessment. eScholarship (California Digital Library). 447–450. 2 indexed citations
2.
Boda, Phillip A., et al.. (2024). Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science. Instructional Science. 52(5). 795–829. 1 indexed citations
3.
Chang, Hsin‐Yi, et al.. (2024). Combining Natural Language Processing with Epistemic Network Analysis to Investigate Student Knowledge Integration within an AI Dialog. Journal of Science Education and Technology. 34(5). 980–993. 1 indexed citations
4.
Gerard, Libby, et al.. (2024). A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog. Education Sciences. 14(12). 1383–1383. 2 indexed citations
5.
Gerard, Libby, et al.. (2023). How Does an Adaptive Dialog Based on Natural Language Processing Impact Students From Distinct Language Backgrounds?. Proceedings.. 1350–1353. 4 indexed citations
6.
Gerard, Libby, et al.. (2023). Incorporating investigations of environmental racism into middle school science. Science Education. 107(6). 1628–1654. 5 indexed citations
7.
Gerard, Libby, et al.. (2021). Self-directed Science Learning During COVID-19 and Beyond. Journal of Science Education and Technology. 31(2). 258–271. 24 indexed citations
8.
Gerard, Libby, et al.. (2021). Designing a remote professional development course to support teacher customization in science. Computers in Human Behavior. 123. 106814–106814. 11 indexed citations
9.
10.
Riordan, Brian, et al.. (2020). An empirical investigation of neural methods for content scoring of science explanations. 135–144. 17 indexed citations
11.
McNamara, Danielle S., Zoë Buck Bracey, Christopher D. Wilson, et al.. (2019). Computerized text analysis: Assessment and research potentials for promoting learning. Computer Supported Collaborative Learning. 1. 743–750. 3 indexed citations
12.
Vitale, Jonathan M., et al.. (2017). Comparing Design Constraints to Support Learning in Technology-Guided Inquiry Projects.. Educational Technology & Society. 20(4). 179–190. 9 indexed citations
13.
Gerard, Libby, et al.. (2017). Designing Automated Guidance to Promote Productive Revision of Science Explanations. International Journal of Artificial Intelligence in Education. 27(4). 729–757. 40 indexed citations
14.
Tissenbaum, Mike, Camillia Matuk, Matthew Berland, et al.. (2016). Real-time visualization of student activities to support classroom orchestration. International Conference of Learning Sciences. 1120–1127. 23 indexed citations
15.
Linn, Marcia C., Libby Gerard, Camillia Matuk, & Kevin W. McElhaney. (2016). Science Education. Review of Research in Education. 40(1). 529–587. 16 indexed citations
16.
Rafferty, Anna N., Libby Gerard, Kevin W. McElhaney, & Marcia C. Linn. (2013). Automating Guidance for Students' Chemistry Drawings. 3 indexed citations
17.
Gerard, Libby, et al.. (2012). How do Openers Contribute to Student Learning?. SHILAP Revista de lepidopterología. 5 indexed citations
18.
Svihla, Vanessa, et al.. (2010). Energy across the curriculum: Cumulative learning using embedded assessment results. International Conference of Learning Sciences. 3 indexed citations
19.
Gerard, Libby, et al.. (2010). How Does a Community of Principals Develop Leadership for Technology-Enhanced Science?. Journal of School Leadership. 20(2). 145–183. 10 indexed citations
20.
Gerard, Libby, et al.. (2008). Scaling technology-enhanced science curriculum: leadership development in a professional community. International Conference of Learning Sciences. 35–36. 3 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Susan A. Yoon Breakdown of academic impact, for papers by Yeping Li Breakdown of academic impact, for papers by David Fortus Breakdown of academic impact, for papers by Philip Bell Breakdown of academic impact, for papers by Adam V. Maltese Breakdown of academic impact, for papers by Neal Grandgenett Breakdown of academic impact, for papers by Kent J. Crippen Breakdown of academic impact, for papers by Thomas André Breakdown of academic impact, for papers by Leema K. Berland Breakdown of academic impact, for papers by Michael Barnett
Rankless by CCL
2026