Scott A. Chamberlin

834 total citations
33 papers, 486 citations indexed

About

Scott A. Chamberlin is a scholar working on Experimental and Cognitive Psychology, Education and Statistics and Probability. According to data from OpenAlex, Scott A. Chamberlin has authored 33 papers receiving a total of 486 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Experimental and Cognitive Psychology, 16 papers in Education and 7 papers in Statistics and Probability. Recurrent topics in Scott A. Chamberlin's work include Education, Achievement, and Giftedness (14 papers), Creativity in Education and Neuroscience (8 papers) and Mathematics Education and Teaching Techniques (8 papers). Scott A. Chamberlin is often cited by papers focused on Education, Achievement, and Giftedness (14 papers), Creativity in Education and Neuroscience (8 papers) and Mathematics Education and Teaching Techniques (8 papers). Scott A. Chamberlin collaborates with scholars based in United States, Denmark and Ukraine. Scott A. Chamberlin's co-authors include Sidney M. Moon, Ali Biçer, Celal Perihan, Alan Moore, Bharath Sriraman, Eric L. Mann, Jacqueline Leonard, Geeta Verma, Todd Kettler and Dawn Nafus and has published in prestigious journals such as British Journal of Educational Psychology, The Journal of Creative Behavior and Thinking Skills and Creativity.

In The Last Decade

Scott A. Chamberlin

29 papers receiving 441 citations

Peers

Scott A. Chamberlin

EDUCA

ECP

DEP

Thomas E. Hunt United Kingdom

Derek Haylock United Kingdom

Ramazan Gürbüz Türkiye

Esther Levenson Israel

Lucia M. Flevares United States

Seokhee Cho United States

Photini Spanias United States

Katherine L. McEldoon United States

Arla Westenskow United States

Meng-Lung Lai Taiwan

Thomas E. Hunt United Kingdom

Scott A. Chamberlin

188 ×0.6

EDUCA

146 ×0.7

ECP

58 ×0.6

DEP

34 ×0.4

84 ×1.1

Citations per year, relative to Scott A. Chamberlin Scott A. Chamberlin (= 1×) peers Thomas E. Hunt

Countries citing papers authored by Scott A. Chamberlin

Since Specialization

Citations

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

Fields of papers citing papers by Scott A. Chamberlin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Scott A. Chamberlin. 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 Scott A. Chamberlin. The network helps show where Scott A. Chamberlin may publish in the future.

Co-authorship network of co-authors of Scott A. Chamberlin

This figure shows the co-authorship network connecting the top 25 collaborators of Scott A. Chamberlin. A scholar is included among the top collaborators of Scott A. Chamberlin 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 Scott A. Chamberlin. Scott A. Chamberlin is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Biçer, Ali, et al.. (2024). Exploring creativity in mathematics assessment: An analysis of standardized tests. Thinking Skills and Creativity. 54. 101652–101652.

Beckage, Nicole, et al.. (2023). Timeshifting strategies for carbon-efficient long-running large language model training. Innovations in Systems and Software Engineering. 21(2). 517–531. 6 indexed citations

Chamberlin, Scott A.. (2021). Probability for Kids: Using Model-Eliciting Activities to Investigate Probability Concepts.

Chamberlin, Scott A., et al.. (2020). A Comparison of Student Affect after Engaging in a Mathematical Modeling Activity. International Journal of Education in Mathematics Science and Technology. 8(3). 177–177. 6 indexed citations

Chamberlin, Scott A., et al.. (2020). Mathematical modeling: a positive learning approach to facilitate student sense making in mathematics. International Journal of Mathematical Education in Science and Technology. 53(4). 858–871. 11 indexed citations

Biçer, Ali, Scott A. Chamberlin, & Celal Perihan. (2020). A Meta‐Analysis of the Relationship between Mathematics Achievement and Creativity. The Journal of Creative Behavior. 55(3). 569–590. 31 indexed citations

Chamberlin, Scott A., et al.. (2019). Factors that Influence Mathematical Creativity. The Mathematics Enthusiast. 16(1-3). 505–540. 10 indexed citations

Chamberlin, Scott A., et al.. (2019). Raising the bar for mathematically gifted students through creativity-based mathematics instruction. Gifted and Talented International. 34(1-2). 79–90. 3 indexed citations

Chamberlin, Scott A., et al.. (2018). Best practices in co‐teaching mathematics with special needs students. Journal of Research in Special Educational Needs. 19(3). 173–183. 13 indexed citations

10.

Chamberlin, Scott A.. (2018). Introduction. journal for the education of the gifted. 41(1). 3–4. 1 indexed citations

11.

Chamberlin, Scott A., et al.. (2013). Using Model-Eliciting Activities As a Tool to Identify and Develop Mathematically Creative Students. journal for the education of the gifted. 36(2). 176–197. 20 indexed citations

12.

Chamberlin, Scott A., et al.. (2012). Assessing affect after mathematical problem solving tasks. Gifted Education International. 29(1). 69–85. 5 indexed citations

13.

Chamberlin, Scott A.. (2010). A review of Instruments Created to Assess Affect in Mathematics. 66 indexed citations

14.

Chamberlin, Scott A., et al.. (2010). Enhancing Preservice Teacher Development: Field Experiences with Gifted Students. journal for the education of the gifted. 33(3). 381–416. 23 indexed citations

15.

Chamberlin, Scott A.. (2010). Mathematical Problems That Optimize Learning for Academically Advanced Students in Grades K-6. Journal of Advanced Academics. 22(1). 52–76. 10 indexed citations

16.

Adams, Cheryll M., Scott A. Chamberlin, Mihajla Gavin, et al.. (2008). The STEM Promise: Recognizing and Developing Talent and Expanding Opportunities for Promising Students of Science, Technology, Engineering and Mathematics National Association for Gifted Children Math/Science Task Force. 1 indexed citations

17.

Chamberlin, Scott A., et al.. (2007). Serving Twice-Exceptional Preschoolers: Blending Gifted Education and Early Childhood Special Education Practices in Assessment and Program Planning. journal for the education of the gifted. 30(3). 372–394. 25 indexed citations

18.

Chamberlin, Scott A. & Alan Moore. (2006). Cognizance of gifted education among elementary‐education professors from MCREL member states. Roeper Review. 29(1). 49–54. 4 indexed citations

19.

Chamberlin, Scott A. & Sidney M. Moon. (2005). Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians. 17(1). 37–47. 168 indexed citations

20.

Chamberlin, Scott A.. (2002). Analysis of interest during and after model eliciting activities: A comparison of gifted and general population students. Purdue e-Pubs (Purdue University System). 12 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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