Michelle Perry

2.4k total citations
55 papers, 1.7k citations indexed

About

Michelle Perry is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Michelle Perry has authored 55 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Education, 23 papers in Developmental and Educational Psychology and 9 papers in Computer Science Applications. Recurrent topics in Michelle Perry's work include Mathematics Education and Teaching Techniques (15 papers), Innovative Teaching and Learning Methods (13 papers) and Online and Blended Learning (12 papers). Michelle Perry is often cited by papers focused on Mathematics Education and Teaching Techniques (15 papers), Innovative Teaching and Learning Methods (13 papers) and Online and Blended Learning (12 papers). Michelle Perry collaborates with scholars based in United States, China and Bulgaria. Michelle Perry's co-authors include R. Breckinridge Church, Susan Goldin‐Meadow, James W. Stigler, Lucia M. Flevares, Kevin F. Miller, Anastasia D. Elder, Ellen Rydell Altermatt, Jasna Jovanović, Shirley L. Yu and Scott W. VanderStoep and has published in prestigious journals such as Journal of Educational Psychology, Developmental Psychology and Computers & Education.

In The Last Decade

Michelle Perry

52 papers receiving 1.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Michelle Perry United States 21 966 768 380 363 213 55 1.7k
Helena Rasku‐Puttonen Finland 26 1.7k 1.8× 813 1.1× 162 0.4× 143 0.4× 192 0.9× 70 2.2k
Louis Alfieri United States 7 813 0.8× 667 0.9× 346 0.9× 107 0.3× 113 0.5× 10 1.4k
Erin M. McTigue United States 22 950 1.0× 586 0.8× 279 0.7× 61 0.2× 108 0.5× 76 1.5k
Thierry Olive France 21 1.2k 1.2× 945 1.2× 292 0.8× 67 0.2× 97 0.5× 64 1.8k
Janette Bobis Australia 21 813 0.8× 288 0.4× 389 1.0× 258 0.7× 220 1.0× 72 1.2k
Elizabeth A. van Es United States 20 4.1k 4.3× 1.2k 1.5× 367 1.0× 464 1.3× 282 1.3× 41 4.6k
Sascha Schroeder Germany 23 656 0.7× 995 1.3× 283 0.7× 147 0.4× 132 0.6× 87 1.7k
Stephen M. Tonks United States 12 1.0k 1.1× 998 1.3× 393 1.0× 137 0.4× 251 1.2× 18 1.7k
Ruth Garner United States 26 1.5k 1.6× 2.3k 3.0× 685 1.8× 164 0.5× 222 1.0× 61 3.1k
Janneke van de Pol Netherlands 16 1.2k 1.2× 980 1.3× 226 0.6× 61 0.2× 152 0.7× 40 2.0k

Countries citing papers authored by Michelle Perry

Since Specialization
Citations

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

Fields of papers citing papers by Michelle Perry

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michelle Perry

This figure shows the co-authorship network connecting the top 25 collaborators of Michelle Perry. A scholar is included among the top collaborators of Michelle Perry 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 Michelle Perry. Michelle Perry 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.
Perry, Michelle, et al.. (2024). Contextualizing Academic Help-Seeking and Help-Giving within a System View of Culture. Proceedings.. 186–193.
2.
Cimpian, Joseph R., et al.. (2024). An exploratory study of the relation between teachers’ implicit theories and teacher noticing. Journal of Mathematics Teacher Education. 28(1). 103–127.
3.
Church, R. Breckinridge, Michelle Perry, Melissa Singer, Susan Wagner Cook, & Martha W. Alibali. (2024). Teachers’ Gestures and How They Matter. Topics in Cognitive Science. 17(3). 545–568. 1 indexed citations
4.
Perry, Michelle, et al.. (2024). Learning From Online Instructional Videos Considering Video Presentation Modes, Technological Comfort, and Students Characteristics. International Journal of Human-Computer Interaction. 1–18. 1 indexed citations
5.
Perry, Michelle, et al.. (2024). Automatic Detection of Metacognitive Language and Student Achievement in an Online STEM College Course. Online Learning. 28(3). 1 indexed citations
6.
Perry, Michelle, et al.. (2024). Study Partners Matter: Impacts on Inclusion and Outcomes. 2021 ASEE Virtual Annual Conference Content Access Proceedings.
7.
Bosch, Nigel, et al.. (2024). Measuring Help-seeking in Online Course Discussion Forums with Privacy-preserving Large Language Models. Computer-supported collaborative learning/˜The œComputer-Supported Collaborative Learning Conference. 189–192. 1 indexed citations
8.
Bosch, Nigel, et al.. (2023). Direct and indirect ways of being helpful in online peer help-giving interactions. Computers & Education. 205. 104894–104894. 2 indexed citations
9.
Anderson, Carolyn Jane, et al.. (2020). Online discussion forum help-seeking behaviors of students underrepresented in STEM. International Conference of Learning Sciences. 809–810. 1 indexed citations
10.
Bosch, Nigel, et al.. (2019). Modeling Improvement for Underrepresented Minorities in Online STEM Education. 327–335. 5 indexed citations
11.
Perry, Michelle, et al.. (2018). How do Gender, Learning Goals, and Forum Participation Predict Persistence in a Computer Science MOOC?. ACM Transactions on Computing Education. 18(4). 1–14. 35 indexed citations
12.
Bhat, Suma, et al.. (2015). Seeing the Instructor in Two Video Styles: Preferences and Patterns.. Educational Data Mining. 305–312. 16 indexed citations
13.
Ganley, Colleen M., et al.. (2013). An examination of stereotype threat effects on girls’ mathematics performance.. Developmental Psychology. 49(10). 1886–1897. 92 indexed citations
14.
Lan, Xuezhao, Claire Cameron Ponitz, Kevin F. Miller, et al.. (2009). Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States. Early Childhood Research Quarterly. 24(2). 198–211. 66 indexed citations
15.
Perry, Michelle. (2003). Relating Improvisational Music Therapy with Severely and Multiply Disabled Children to Communication Development. Journal of Music Therapy. 40(3). 227–246. 50 indexed citations
16.
Hamm, Jill V. & Michelle Perry. (2002). Learning mathematics in first-grade classrooms: On whose authority?. Journal of Educational Psychology. 94(1). 126–137. 42 indexed citations
17.
Perry, Michelle, et al.. (1999). Verbal imprecision as an index of knowledge in transition.. Developmental Psychology. 35(3). 749–759. 13 indexed citations
18.
Perry, Michelle & Anastasia D. Elder. (1997). Knowledge in transition: Adults' developing understanding of a principle of physical causality. Cognitive Development. 12(1). 131–157. 57 indexed citations
19.
Perry, Michelle, et al.. (1989). Activation of Real-World Knowledge in the Solution of Word Problems. Cognition and Instruction. 6(4). 287–318. 61 indexed citations
20.
Perry, Michelle, R. Breckinridge Church, & Susan Goldin‐Meadow. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development. 3(4). 359–400. 275 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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