Scott E. Grapin

759 total citations · 1 hit paper
36 papers, 507 citations indexed

About

Scott E. Grapin is a scholar working on Literature and Literary Theory, Education and Developmental and Educational Psychology. According to data from OpenAlex, Scott E. Grapin has authored 36 papers receiving a total of 507 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Literature and Literary Theory, 16 papers in Education and 12 papers in Developmental and Educational Psychology. Recurrent topics in Scott E. Grapin's work include Second Language Learning and Teaching (14 papers), EFL/ESL Teaching and Learning (9 papers) and Multilingual Education and Policy (8 papers). Scott E. Grapin is often cited by papers focused on Second Language Learning and Teaching (14 papers), EFL/ESL Teaching and Learning (9 papers) and Multilingual Education and Policy (8 papers). Scott E. Grapin collaborates with scholars based in United States. Scott E. Grapin's co-authors include Lorena Llosa, Okhee Lee, Alison Haas, Maura Borrego, Vicente Navarro, Ashlyn Pierson, Eric Friginal, Sara Cushing Weigle and Margaret E. Malone and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Researcher and TESOL Quarterly.

In The Last Decade

Scott E. Grapin

32 papers receiving 473 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Multimodality in the New Content Standards Era: Implications for English Learners

2018 123 citations Scott E. Grapin TESOL Quarterly profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Scott E. Grapin United States	13	291	233	146	143	143	36	507
Enrique Suárez United States	8	127 0.4×	287 1.2×	140 1.0×	94 0.7×	51 0.4×	23	439
Alison Haas United States	10	131 0.5×	229 1.0×	138 0.9×	69 0.5×	57 0.4×	22	361
Ashlyn Pierson United States	10	117 0.4×	167 0.7×	123 0.8×	85 0.6×	59 0.4×	22	320
Idoia Elola United States	11	439 1.5×	310 1.3×	319 2.2×	37 0.3×	476 3.3×	24	815
Amanda Godley United States	13	279 1.0×	247 1.1×	123 0.8×	286 2.0×	215 1.5×	28	598
Geoffrey Sockett France	9	221 0.8×	73 0.3×	119 0.8×	105 0.7×	251 1.8×	18	413
Yousif Alshumaimeri Saudi Arabia	11	117 0.4×	341 1.5×	96 0.7×	25 0.2×	125 0.9×	25	533
Dennis Sayers United States	7	108 0.4×	206 0.9×	80 0.5×	58 0.4×	94 0.7×	12	357
Budsaba Kanoksilapatham Thailand	10	448 1.5×	147 0.6×	165 1.1×	56 0.4×	242 1.7×	32	656
Mary Spratt Hong Kong	10	306 1.1×	314 1.3×	185 1.3×	97 0.7×	381 2.7×	19	626

Countries citing papers authored by Scott E. Grapin

Since Specialization

Citations

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

Fields of papers citing papers by Scott E. Grapin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott E. Grapin

This figure shows the co-authorship network connecting the top 25 collaborators of Scott E. Grapin. A scholar is included among the top collaborators of Scott E. Grapin 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 E. Grapin. Scott E. Grapin 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

Lee, Okhee & Scott E. Grapin. (2025). STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach. Journal of Research in Science Teaching. 62(10). 2255–2269.

Grapin, Scott E. & Lorena Llosa. (2024). Thorny issues with academic language: A perspective from scientific practice. Linguistics and Education. 83. 101334–101334. 4 indexed citations

Lee, Okhee & Scott E. Grapin. (2024). Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework. Journal of Research in Science Teaching. 62(5). 1202–1231. 1 indexed citations

Grapin, Scott E., et al.. (2024). Translanguaging in Formative Assessment. Science and Children. 61(4). 48–54. 2 indexed citations

Grapin, Scott E., Maura Borrego, & Vicente Navarro. (2024). Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity. Journal of Research in Science Teaching. 62(1). 15–48. 7 indexed citations

Grapin, Scott E.. (2024). Beliefs about multimodality with English learners and their peers in the content areas: a mixed methods study of pre-service teachers. Language and Education. 39(5). 1129–1147. 2 indexed citations

Haas, Alison, et al.. (2023). Teaching Teachers: Walking the Walk and Talking the Talk. Science and Children. 60(5). 60–63.

Grapin, Scott E., et al.. (2023). Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom. Journal of Research in Science Teaching. 60(9). 1998–2041. 8 indexed citations

Grapin, Scott E., et al.. (2023). Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making. Journal of Science Teacher Education. 34(5). 522–543. 6 indexed citations

10.

Grapin, Scott E. & Lorena Llosa. (2022). Multimodal Tasks to Assess English Learners and Their Peers in Science. Educational Assessment. 27(1). 46–70. 18 indexed citations

11.

Grapin, Scott E.. (2022). What the “periphery” can teach the “core” in the education of multilingual learners. International Multilingual Research Journal. 16(3). 184–191. 2 indexed citations

12.

Grapin, Scott E.. (2022). Disciplinary Practices With Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science. 2 indexed citations

13.

Grapin, Scott E., Alison Haas, Lorena Llosa, & Okhee Lee. (2022). Developing instructional materials for English learners in the content areas: An illustration of traditional and contemporary materials in science education. TESOL Journal. 14(1). 5 indexed citations

14.

Haas, Alison, et al.. (2021). Teaching Teachers: Integrating Computational Modeling Into Science Instruction With English Learners. Science and Children. 58(5). 74–79. 3 indexed citations

15.

Grapin, Scott E. & Okhee Lee. (2021). WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions. TESOL Quarterly. 56(2). 827–839. 15 indexed citations

16.

Grapin, Scott E. & Lorena Llosa. (2021). Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science. TESOL Quarterly. 56(1). 201–229. 14 indexed citations

17.

Llosa, Lorena, Scott E. Grapin, Eric Friginal, Sara Cushing Weigle, & Margaret E. Malone. (2019). Linguistic Dimensions of TOEFL iBT Essays Compared With Successful Student Disciplinary Writing in the University. TESOL Quarterly. 54(1). 251–265. 1 indexed citations

18.

Grapin, Scott E., et al.. (2019). Precision: Toward a meaning-centered view of language use with English learners in the content areas. Linguistics and Education. 50. 71–83. 25 indexed citations

19.

Grapin, Scott E.. (2018). Multimodality in the New Content Standards Era: Implications for English Learners. TESOL Quarterly. 53(1). 30–55. 123 indexed citations breakdown →

20.

Grapin, Scott E.. (2017). Language for Specific Purposes Testing: A Historical Review. SHILAP Revista de lepidopterología. 1 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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