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.
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
2009779 citationsChristina V. Schwarz, Brian J. Reiser et al.Journal of Research in Science Teachingprofile →
Epistemologies in practice: Making scientific practices meaningful for students
2015369 citationsLeema K. Berland, Christina V. Schwarz et al.Journal of Research in Science Teachingprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Lisa Kenyon'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 Lisa Kenyon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lisa Kenyon more than expected).
This network shows the impact of papers produced by Lisa Kenyon. 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 Lisa Kenyon. The network helps show where Lisa Kenyon may publish in the future.
Co-authorship network of co-authors of Lisa Kenyon
This figure shows the co-authorship network connecting the top 25 collaborators of Lisa Kenyon.
A scholar is included among the top collaborators of Lisa Kenyon 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 Lisa Kenyon. Lisa Kenyon is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Berland, Leema K., et al.. (2015). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching. 53(7). 1082–1112.369 indexed citations breakdown →
5.
Kenyon, Lisa, et al.. (2013). Using Learning Progressions to Map High School Student Understandings of Molecular Genetics. Journal of Bioresource Management.1 indexed citations
6.
Reiser, Brian J., Leema K. Berland, & Lisa Kenyon. (2012). Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding a Framework for K-12 Science Education. Science and Children. 49(8). 6–11.16 indexed citations
7.
Reiser, Brian J., Leema K. Berland, & Lisa Kenyon. (2012). Engaging Students in the Scientific Practices of Explanation and Argumentation.. The Science Teacher. 35(8). 34–39.52 indexed citations
8.
Schwarz, Christina V., Brian J. Reiser, Andrés Acher, Lisa Kenyon, & David Fortus. (2012). Models: Challenges in Defining a Learning Progression for Scientific Modeling. PUB – Publications at Bielefeld University (Bielefeld University). 101–137.23 indexed citations
Schwarz, Christina V., Brian J. Reiser, Elizabeth A. Davis, et al.. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching. 46(6). 632–654.779 indexed citations breakdown →
11.
Kenyon, Lisa, Christina V. Schwarz, & Barbara Hug. (2008). The Benefits of Scientific Modeling.. Science and Children. 46(2). 40–44.25 indexed citations
12.
Kenyon, Lisa, et al.. (2006). Fostering scientific argumentation by creating a need for students to attend to each other's claims and evidence. 370–375.14 indexed citations
13.
Kenyon, Lisa, et al.. (2006). Using students' epistemologies of science to guide the practice of argumentation. 321–327.5 indexed citations
14.
Kenyon, Lisa. (2005). Students' Epistemologies of Science and Their Influence on Inquiry Practices.4 indexed citations
15.
Trautmann, Nancy M., William S. Carlsen, Charles J. Eick, et al.. (2003). Online Peer Review: Learning Science as It's Practiced. The journal of college science teaching. 32(7).8 indexed citations
16.
Kenyon, Lisa. (2003). The effect of explicit, inquiry instruction on freshman college science majors' understanding of the nature of science.1 indexed citations
17.
Trautmann, Nancy M., William S. Carlsen, Charles J. Eick, et al.. (2003). Online Peer Review. Journal of College Science Teaching. 32(7).9 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.