Linda Zech

2.1k total citations · 1 hit paper
9 papers, 1.3k citations indexed

About

Linda Zech is a scholar working on Education, Developmental and Educational Psychology and Media Technology. According to data from OpenAlex, Linda Zech has authored 9 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 4 papers in Developmental and Educational Psychology and 1 paper in Media Technology. Recurrent topics in Linda Zech's work include Innovative Teaching and Learning Methods (4 papers), Problem and Project Based Learning (3 papers) and Education and Technology Integration (2 papers). Linda Zech is often cited by papers focused on Innovative Teaching and Learning Methods (4 papers), Problem and Project Based Learning (3 papers) and Education and Technology Integration (2 papers). Linda Zech collaborates with scholars based in United States, China and South Korea. Linda Zech's co-authors include Nancy Vye, John D. Bransford, Brigid Barron, Anthony Petrosino, Daniel L. Schwartz, Allison Moore, Allison Moore, Susan R. Goldman, Teresa Secules and Gautam Biswas and has published in prestigious journals such as Educational Psychologist, Journal of the Learning Sciences and Instructional Science.

In The Last Decade

Linda Zech

9 papers receiving 1.2k citations

Hit Papers

align trajectories

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.

Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning

1998 731 citations Brigid Barron, Daniel L. Schwartz et al. Journal of the Learning Sciences profile →

Peers

Linda Zech

EDUCA

DEP

MT

CSA

IS

Greg Pearson United States

Woei Hung United States

Margaret Honey United States

Allison Moore United States

Barbara Fasse United States

Stephanie Bell Canada

Kuo‐Hung Tseng Taiwan

Micah Stohlmann United States

J. Geoff Knowles United States

Joni E. Spurlin United States

Greg Pearson United States

Linda Zech

786 ×0.9

EDUCA

314 ×0.6

DEP

217 ×0.9

MT

171 ×0.9

CSA

87 ×0.6

IS

Citations per year, relative to Linda Zech Linda Zech (= 1×) peers Greg Pearson

Countries citing papers authored by Linda Zech

Since Specialization

Citations

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

Fields of papers citing papers by Linda Zech

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Linda Zech

This figure shows the co-authorship network connecting the top 25 collaborators of Linda Zech. A scholar is included among the top collaborators of Linda Zech 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 Linda Zech. Linda Zech is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

9 of 9 papers shown

1.

Zech, Linda, et al.. (2013). Creating Contexts for Community-Based Problem Solving: The Jasper Challenge Series. 61–86. 2 indexed citations

2.

Zech, Linda, et al.. (2000). Content-Based Collaborative Inquiry: A Professional Development Model for Sustaining Educational Reform. Educational Psychologist. 35(3). 207–217. 56 indexed citations

3.

Goldman, Susan R., et al.. (1999). Computer technology and complex problem solving: Issues in the study of complex cognitive activity. Instructional Science. 27(3-4). 235–268. 15 indexed citations

4.

Goldman, Susan R., et al.. (1999). Computer technology and complex problem solving: Issues in the study of complex cognitive activity. Instructional Science. 27(3-4). 235–268. 2 indexed citations

5.

Barron, Brigid, Daniel L. Schwartz, Nancy Vye, et al.. (1998). Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. Journal of the Learning Sciences. 7(3). 271–311. 731 indexed citations breakdown →

6.

Barron, Brigid, Daniel L. Schwartz, Nancy Vye, et al.. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences. 7(3-4). 271–311. 334 indexed citations

7.

Barron, Brigid, Nancy Vye, Allison Moore, et al.. (1998). Doing With Understanding: Lessons From Research on Problem and Project-Based Learning. Journal of the Learning Sciences. 7(3). 271–311. 189 indexed citations

8.

Zech, Linda, et al.. (1994). Power On! Bringing Geometry into the Classroom with Videodisc Technology. Mathematics Teaching in the Middle School. 1(3). 228–233. 3 indexed citations

9.

Zech, Linda, et al.. (1988). An Interactive Videodisc and Laboratory Instructional Approach in a High School Science Class. Journal of Research on Computing in Education. 20(4). 303–309. 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.

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