Maggie Renken

446 total citations
20 papers, 302 citations indexed

About

Maggie Renken is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Maggie Renken has authored 20 papers receiving a total of 302 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Maggie Renken's work include Educational Strategies and Epistemologies (5 papers), Teaching and Learning Programming (3 papers) and Science Education and Pedagogy (3 papers). Maggie Renken is often cited by papers focused on Educational Strategies and Epistemologies (5 papers), Teaching and Learning Programming (3 papers) and Science Education and Pedagogy (3 papers). Maggie Renken collaborates with scholars based in United States, Denmark and Italy. Maggie Renken's co-authors include Narina Nuñez, Ethan A. McMahan, Melanie Peffer, Christian D. Schunn, Audrey J. Leroux, Jonathan Cohen, Brendan Calandra, Jessica Scott, Scott Cohen and Patrick Enderle and has published in prestigious journals such as PLoS ONE, Personality and Individual Differences and Science Education.

In The Last Decade

Maggie Renken

18 papers receiving 286 citations

Peers

Maggie Renken

EDUCA

DEP

ECP

Martijn J. M. Leenknecht Netherlands

Michael Drake New Zealand

Karin Scager Netherlands

Nathaniel Hunsu United States

Malek Jdaitawi Saudi Arabia

Tina Blythe Australia

Mark W. Aulls Canada

Evan J. Fishman United States

Mikael Winberg Sweden

Nigel Beacham United Kingdom

Martijn J. M. Leenknecht Netherlands

Maggie Renken

287 ×1.8

EDUCA

94 ×1.0

DEP

40 ×0.8

ECP

63 ×1.3

10 ×0.3

Citations per year, relative to Maggie Renken Maggie Renken (= 1×) peers Martijn J. M. Leenknecht

Countries citing papers authored by Maggie Renken

Since Specialization

Citations

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

Fields of papers citing papers by Maggie Renken

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Maggie Renken

This figure shows the co-authorship network connecting the top 25 collaborators of Maggie Renken. A scholar is included among the top collaborators of Maggie Renken 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 Maggie Renken. Maggie Renken 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:

20 of 20 papers shown

Carlson, Sarah E., et al.. (2021). Materials Matter: An Exploration of Text Complexity and Its Effects on Middle School Readers' Comprehension Processing. Language Speech and Hearing Services in Schools. 52(2). 702–716. 8 indexed citations

Renken, Maggie, Jessica Scott, Patrick Enderle, & Scott Cohen. (2021). “It’s not a deaf thing, it’s not a black thing; it’s a deaf black thing”: a study of the intersection of adolescents’ deaf, race, and STEM identities. Cultural Studies of Science Education. 16(4). 1105–1136. 10 indexed citations

Cohen, Jonathan, Lauren E. Margulieux, Maggie Renken, & W. Monty Jones. (2020). Conclusions From the Validation of a Vignette-Based Instrument to Measure Maker Mindsets.. ICLS. 1 indexed citations

Leroux, Audrey J., et al.. (2020). Beyond Student Factors: a Study of the Impact on STEM Career Attainment. 3(3). 368–386. 27 indexed citations

Calandra, Brendan, et al.. (2020). An Examination of a Group of Middle School Students’ Engagement during a Series of Afterschool Computing Activities in an Urban School District. TechTrends. 65(1). 17–25. 3 indexed citations

Peffer, Melanie, Maggie Renken, Patrick Enderle, & Jonathan Cohen. (2019). Mission to Planet Markle: Problem-Based Learning for Teaching Elementary Students Difficult Content and Practices. Research in Science Education. 51(5). 1365–1389. 2 indexed citations

Cohen, Jonathan, et al.. (2018). Measuring Maker Mindset: Establishing Content Validity with Card Sorting.. ICLS. 2 indexed citations

Renken, Maggie, et al.. (2018). Revising Biology Misconceptions Using Retrieval Practice and Explanation Prompts.. ICLS. 1 indexed citations

Renken, Maggie, et al.. (2017). A REVIEW OF THE BENEFITS OF ARGUMENTATION IN THE SCIENCE CLASSROOM. 75(1). 108.

10.

Renken, Maggie, et al.. (2017). Who Signs Up and Who Stays? Attraction and Retention in an After-School Computer-Supported Program.. ScholarWorks - Georgia State University (Georgia State University).

11.

Cohen, Jonathan, Maggie Renken, & Brendan Calandra. (2017). Urban Middle School Students, Twenty-First Century Skills, and STEM-ICT Careers: Selected Findings from a Front-End Analysis. TechTrends. 61(4). 380–385. 13 indexed citations

12.

Peffer, Melanie & Maggie Renken. (2016). Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences. CBE—Life Sciences Education. 15(4). es11–es11. 24 indexed citations

13.

Peffer, Melanie, et al.. (2015). Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning. PLoS ONE. 10(3). e0120638–e0120638. 48 indexed citations

14.

Renken, Maggie, et al.. (2015). Initial Validation of an Instrument Measuring Psychology-Specific Epistemological Beliefs. Teaching of Psychology. 42(2). 126–136. 8 indexed citations

15.

Renken, Maggie, et al.. (2015). Simulations as Scaffolds in Science Education. DIAL (Catholic University of Leuven). 12 indexed citations

16.

Kehn, Andre, Maggie Renken, Jennifer M. Gray, & Narina Nuñez. (2013). Developmental Trends in the Process of Constructing Own- and Other-Race Facial Composites. The Journal of Psychology. 148(3). 287–304. 3 indexed citations

17.

Litkowski, Ellen & Maggie Renken. (2013). Trusting What You’re Told: How Children Learn From Others, by Paul L.Harris. The Belknap Press of Harvard University Press, Cambridge, MA, USA, 2012. 253 pp. ISBN 978‐0‐674‐06572‐7.. Science Education. 97(5). 797–799. 2 indexed citations

18.

Renken, Maggie & Narina Nuñez. (2012). Computer simulations and clear observations do not guarantee conceptual understanding. Learning and Instruction. 23. 10–23. 62 indexed citations

19.

McMahan, Ethan A. & Maggie Renken. (2011). Eudaimonic conceptions of well-being, meaning in life, and self-reported well-being: Initial test of a mediational model. Personality and Individual Differences. 51(5). 589–594. 57 indexed citations

20.

Renken, Maggie & Narina Nuñez. (2009). Evidence for improved conclusion accuracy after reading about rather than conducting a belief‐inconsistent simple physics experiment. Applied Cognitive Psychology. 24(6). 792–811. 19 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