Roberta J. Herter

525 total citations
28 papers, 352 citations indexed

About

Roberta J. Herter is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Roberta J. Herter has authored 28 papers receiving a total of 352 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 13 papers in Developmental and Educational Psychology and 4 papers in Language and Linguistics. Recurrent topics in Roberta J. Herter's work include Reflective Practices in Education (8 papers), Innovative Teaching and Learning Methods (6 papers) and Student Assessment and Feedback (6 papers). Roberta J. Herter is often cited by papers focused on Reflective Practices in Education (8 papers), Innovative Teaching and Learning Methods (6 papers) and Student Assessment and Feedback (6 papers). Roberta J. Herter collaborates with scholars based in United States. Roberta J. Herter's co-authors include Linda Vanasupa, Jonathan Stolk, Pamela Moss, Caroline T. Clark, Sarah Robbins, Mark Templin, Katherine Chen, Robert J. Tierney, Caroline Clark and Margaret L. Russell and has published in prestigious journals such as American Educational Research Journal, Reading Research Quarterly and Journal of Engineering Education.

In The Last Decade

Roberta J. Herter

27 papers receiving 273 citations

Peers

Roberta J. Herter
Judy Moreland New Zealand
Ulla Runesson Sweden
Frank Banks United Kingdom
George Moerkerke Netherlands
Mary D. Burbank United States
Hanafi Atan Malaysia
Jan Eberhardt United States
Barbara Beyerbach United States
Wendy Fox‐Turnbull New Zealand
Uwe Hameyer Germany
Judy Moreland New Zealand
Roberta J. Herter
Citations per year, relative to Roberta J. Herter Roberta J. Herter (= 1×) peers Judy Moreland

Countries citing papers authored by Roberta J. Herter

Since Specialization
Citations

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

Fields of papers citing papers by Roberta J. Herter

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Roberta J. Herter. 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 Roberta J. Herter. The network helps show where Roberta J. Herter may publish in the future.

Co-authorship network of co-authors of Roberta J. Herter

This figure shows the co-authorship network connecting the top 25 collaborators of Roberta J. Herter. A scholar is included among the top collaborators of Roberta J. Herter 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 Roberta J. Herter. Roberta J. Herter 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.
Herter, Roberta J., et al.. (2016). Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners’ Linguistic Knowledge. The Reading Teacher. 70(2). 233–239. 9 indexed citations
2.
Chen, Katherine, Jonathan Stolk, & Roberta J. Herter. (2015). Moving from Quantitative to Qualitative Analysis to Capture the Development of Self-Directed Learning for a Cohort of Engineering Students. 26.1173.1–26.1173.15. 2 indexed citations
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Stolk, Jonathan, et al.. (2012). En Route to Lifelong Learning? Academic Motivations, Goal Orientations and Learning Conceptions of Entering First-Year Engineering Students. 1 indexed citations
5.
Stolk, Jonathan, et al.. (2012). Work in progress: How do first-year engineering students develop as self-directed learners?. 46. 1–6. 1 indexed citations
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Herter, Roberta J., et al.. (2011). Using Cognates to Scaffold Context Clue Strategies for Latino ELs. The Reading Teacher. 64(6). 429–434. 15 indexed citations
9.
Herter, Roberta J., et al.. (2010). Using Technology to Support Expository Reading and Writing in Science Classes. Science Activities. 47(3). 89–102. 15 indexed citations
10.
Herter, Roberta J., et al.. (2009). Orthographic Transparency and Morphology of Spanish–English Cognate Adjectives. Psychological Reports. 105(3). 970–974. 4 indexed citations
11.
Vanasupa, Linda, Jonathan Stolk, & Roberta J. Herter. (2009). The Four‐Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty‐first Century Engineer. Journal of Engineering Education. 98(1). 67–81. 72 indexed citations
12.
Herter, Roberta J., et al.. (2008). Helping Students Write Better Conclusions: The Modified Sentence Completion Task Is Used to Teach Students about the Language of Science. The Science Teacher. 75(3). 56. 1 indexed citations
13.
Herter, Roberta J., et al.. (2008). Helping Students Write Better Conclusions.. The Science Teacher. 75(3). 56–61. 4 indexed citations
14.
Clark, Caroline T., et al.. (2001). Researching the I-Search Paper: An Exploration of Analytical Thinking and Student Learning. The Journal of Teaching Writing. 19. 52–75.
15.
Clark, Caroline T., et al.. (2001). Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement. Journal of Literacy Research. 33(2). 211–241. 10 indexed citations
16.
Herter, Roberta J.. (1998). Conflicting interests: Critical theory inside out.. Deep Blue (University of Michigan). 2 indexed citations
17.
Clark, Caroline T., Roberta J. Herter, & Pamela Moss. (1998). Continuing the Dialogue on Collaboration. American Educational Research Journal. 35(4). 785–785. 1 indexed citations
18.
Robbins, Sarah, et al.. (1995). Negotiating Authority in Portfolio Classrooms: Teachers' Use of Assessment Theory to Critique Practice. Action in Teacher Education. 17(1). 40–51. 3 indexed citations
19.
Moss, Pamela, et al.. (1992). Portfolios, Accountability, and an Interpretive Approach to Validity. Educational Measurement Issues and Practice. 11(3). 12–21. 38 indexed citations
20.
Herter, Roberta J.. (1991). Writing Portfolios: Alternatives to Testing (Research and Practice).. The English Journal. 80(1). 90–91. 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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