Robert Q. Berry

1.6k total citations
53 papers, 887 citations indexed

About

Robert Q. Berry is a scholar working on Education, Statistics and Probability and Sociology and Political Science. According to data from OpenAlex, Robert Q. Berry has authored 53 papers receiving a total of 887 indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 10 papers in Statistics and Probability and 7 papers in Sociology and Political Science. Recurrent topics in Robert Q. Berry's work include Mathematics Education and Teaching Techniques (24 papers), Teacher Education and Leadership Studies (23 papers) and School Choice and Performance (15 papers). Robert Q. Berry is often cited by papers focused on Mathematics Education and Teaching Techniques (24 papers), Teacher Education and Leadership Studies (23 papers) and School Choice and Performance (15 papers). Robert Q. Berry collaborates with scholars based in United States, Latvia and Canada. Robert Q. Berry's co-authors include Mark Ellis, Joy Barnes‐Johnson, Wanda Brooks, Jacqueline Leonard, Sara E. Rimm‐Kaufman, Erin Ottmar, Linda Bol, Sherick Hughes, Ross Larsen and Joseph P. Meyer and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Educational Research Journal and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Robert Q. Berry

48 papers receiving 766 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Robert Q. Berry United States 17 764 194 126 82 73 53 887
Leslie Jocelyn United States 7 449 0.6× 61 0.3× 118 0.9× 114 1.4× 54 0.7× 11 603
Gladis Kersaint United States 12 574 0.8× 82 0.4× 46 0.4× 98 1.2× 103 1.4× 28 718
Amy Roth McDuffie United States 18 1.0k 1.3× 92 0.5× 168 1.3× 299 3.6× 29 0.4× 62 1.1k
Aisling Leavy Ireland 18 927 1.2× 101 0.5× 415 3.3× 119 1.5× 22 0.3× 81 1.2k
Jamaal Young United States 15 438 0.6× 74 0.4× 41 0.3× 94 1.1× 131 1.8× 57 596
Aki Murata United States 11 816 1.1× 126 0.6× 139 1.1× 206 2.5× 26 0.4× 16 909
Shelly Sheats Harkness United States 10 679 0.9× 43 0.2× 74 0.6× 185 2.3× 85 1.2× 37 894
Beth Herbel‐Eisenmann United States 19 1.2k 1.6× 205 1.1× 242 1.9× 403 4.9× 26 0.4× 56 1.4k
Niral Shah United States 17 604 0.8× 198 1.0× 54 0.4× 248 3.0× 93 1.3× 34 899
Kay Brimijoin United States 4 577 0.8× 65 0.3× 35 0.3× 175 2.1× 48 0.7× 6 732

Countries citing papers authored by Robert Q. Berry

Since Specialization
Citations

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

Fields of papers citing papers by Robert Q. Berry

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Robert Q. Berry. 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 Robert Q. Berry. The network helps show where Robert Q. Berry may publish in the future.

Co-authorship network of co-authors of Robert Q. Berry

This figure shows the co-authorship network connecting the top 25 collaborators of Robert Q. Berry. A scholar is included among the top collaborators of Robert Q. Berry 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 Robert Q. Berry. Robert Q. Berry 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.
Berry, Robert Q., et al.. (2023). “The Equity Principle Through the Voices of African American Males”. Mathematics Teacher Learning and Teaching PK-12. 116(5). 402–403.
2.
Berry, Robert Q.. (2021). 2021 Founders Lecture: Examining Mathematics Education Reforms’ Impact on Historically Excluded Learners. Investigations in Mathematics Learning. 13(3). 153–166. 8 indexed citations
3.
Berry, Robert Q., et al.. (2018). Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations. ZDM. 50(3). 461–474. 15 indexed citations
4.
Berry, Robert Q., et al.. (2017). A Reconceptualized Framework for ‘Opportunity to Learn’ in School Mathematics. SHILAP Revista de lepidopterología. 14 indexed citations
5.
Smart, Karl L., et al.. (2015). Developing a Preference for Collaboration Using Team-Based Learning.. Journal on excellence in college teaching. 26(3). 165–189. 2 indexed citations
6.
Berry, Robert Q.. (2015). Addressing the Needs of the Marginalized Students in School Mathematics: A Review of Policies and Reforms.. Proceedings of the ... PME Conference. 4 indexed citations
7.
Ellis, Mark & Robert Q. Berry. (2015). The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning. ˜The œMathematics educator. 15(1). 35 indexed citations
8.
McGuire, Patrick, et al.. (2014). Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms. Early Education and Development. 27(1). 89–109. 15 indexed citations
9.
Berry, Robert Q., et al.. (2013). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. Educational Studies in Mathematics. 85(1). 109–128. 46 indexed citations
10.
Heck, Daniel J., James E. Tarr, Karen Hollebrands, et al.. (2012). Reporting Research for Practitioners: Proposed Guidelines. Journal for Research in Mathematics Education. 43(2). 126–143.
11.
Merritt, Eileen G., et al.. (2011). The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families.. Society for Research on Educational Effectiveness. 4 indexed citations
12.
Berry, Robert Q., et al.. (2011). Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics. 2(1). 10–23. 61 indexed citations
13.
Berry, Robert Q., et al.. (2010). Use of Digital Fabrication to Incorporate Engineering Design Principles in Elementary Mathematics Education. Contemporary issues in technology and teacher education. 10(2). 167–172. 31 indexed citations
14.
Berry, Robert Q.. (2008). Mathematically Successful Sons: The Roles Perceptions, and Experiences of African American Parents.. 3. 23–35. 2 indexed citations
15.
Berry, Robert Q., et al.. (2007). Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers.. 3. 89–110. 2 indexed citations
16.
Berry, Robert Q., et al.. (2007). Addressing urban high-poverty school teacher attrition by addressing urban high-poverty school teacher retention: why effective teachers persevere. Educational Research Review. 3(1). 1–9. 16 indexed citations
17.
Dyer, Richard, et al.. (2006). Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry. Journal of Technology Education. 17(2). 9 indexed citations
18.
Berry, Robert Q., et al.. (2004). Technology Education-A Resource for Teaching Mathematics. ˜The œtechnology teacher. 63(8). 20. 2 indexed citations
19.
Berry, Robert Q., et al.. (2004). Stem Initiatives: Stimulating Students to Improve Science and Mathematics Achievement. ODU Digital Commons (Old Dominion University). 64(4). 23. 15 indexed citations
20.
Berry, Robert Q.. (2004). Spotlight on the Principles: The Equity Principle through the Voices of African American Male Students. Mathematics Teaching in the Middle School. 10(2). 100–103. 7 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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