Trish Stoddart

2.0k total citations
24 papers, 1.4k citations indexed

About

Trish Stoddart is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Trish Stoddart has authored 24 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in General Agricultural and Biological Sciences. Recurrent topics in Trish Stoddart's work include Teacher Education and Leadership Studies (8 papers), Science Education and Pedagogy (8 papers) and Educational Strategies and Epistemologies (5 papers). Trish Stoddart is often cited by papers focused on Teacher Education and Leadership Studies (8 papers), Science Education and Pedagogy (8 papers) and Educational Strategies and Epistemologies (5 papers). Trish Stoddart collaborates with scholars based in United States and Chile. Trish Stoddart's co-authors include Dale S. Niederhauser, René T. Stofflett, Elliot Turiel, Robert H Abrams, Nancy Winitzky, Robert E. Floden, Michael L. Connell, Marco Bravo, Sara Tolbert and George C. Bunch and has published in prestigious journals such as Child Development, Teaching and Teacher Education and Journal of Research in Science Teaching.

In The Last Decade

Trish Stoddart

24 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Trish Stoddart United States 16 1.1k 403 200 185 163 24 1.4k
Judith Haymore Sandholtz United States 20 1.4k 1.3× 301 0.7× 231 1.2× 212 1.1× 141 0.9× 41 1.7k
Margaret Riel United States 20 962 0.8× 452 1.1× 89 0.4× 234 1.3× 37 0.2× 35 1.4k
Pamela R. Aschbacher United States 15 1.0k 0.9× 363 0.9× 69 0.3× 90 0.5× 135 0.8× 23 1.4k
Andrew T. Lumpe United States 23 1.7k 1.5× 615 1.5× 155 0.8× 142 0.8× 456 2.8× 35 2.0k
Tae Seob Shin United States 7 1.1k 1.0× 267 0.7× 215 1.1× 164 0.9× 63 0.4× 20 1.5k
Eugene Judson United States 16 1.1k 1.0× 264 0.7× 132 0.7× 77 0.4× 129 0.8× 66 1.3k
Frank E. Crawley United States 16 743 0.7× 289 0.7× 104 0.5× 94 0.5× 167 1.0× 36 991
Susan Loucks‐Horsley United States 14 1.7k 1.5× 454 1.1× 53 0.3× 117 0.6× 401 2.5× 29 2.0k
Julie A. Bianchini United States 16 914 0.8× 389 1.0× 66 0.3× 120 0.6× 193 1.2× 48 1.2k
Lawrence P. Gallagher United States 13 1.2k 1.1× 389 1.0× 54 0.3× 127 0.7× 157 1.0× 20 1.5k

Countries citing papers authored by Trish Stoddart

Since Specialization
Citations

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

Fields of papers citing papers by Trish Stoddart

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Trish Stoddart

This figure shows the co-authorship network connecting the top 25 collaborators of Trish Stoddart. A scholar is included among the top collaborators of Trish Stoddart 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 Trish Stoddart. Trish Stoddart 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.
Stoddart, Trish, et al.. (2018). Improving the preparation of novice secondary science teachers for English learners: A proof of concept study. Science Education. 102(6). 1288–1318. 24 indexed citations
2.
Tolbert, Sara, et al.. (2014). The Next Generation Science Standards, Common Core State Standards, and English Learners: Using the SSTELLA Framework to Prepare Secondary Science Teachers.. Issues in teacher education. 23(1). 65–90. 15 indexed citations
3.
Tolbert, Sara, et al.. (2014). The Next Generation Science Standards, Common Core State Standards, and English language learners: A framework for pre-service secondary science teacher education. Issues in teacher education. 23(1). 2 indexed citations
4.
Stoddart, Trish, et al.. (2014). Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention. Journal of Science Teacher Education. 25(5). 621–643. 44 indexed citations
5.
Bravo, Marco, et al.. (2014). Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation. Journal of Science Teacher Education. 25(5). 601–619. 35 indexed citations
6.
Stoddart, Trish, et al.. (2013). Restructuring Pre-Service Teacher Education to Respond to Increasing Student Diversity.. Research in higher education journal. 19. 12 indexed citations
7.
Stoddart, Trish, et al.. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching. 39(8). 664–687. 196 indexed citations
8.
Niederhauser, Dale S. & Trish Stoddart. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education. 17(1). 15–31. 284 indexed citations
9.
Stoddart, Trish, et al.. (2000). Concept maps as assessment in science inquiry learning - a report of methodology. International Journal of Science Education. 22(12). 1221–1246. 147 indexed citations
10.
Niederhauser, Dale S. & Trish Stoddart. (1995). Teachers' Perspectives on Computer-Assisted Instruction: Transmission versus Construction of Knowledge.. American Educational Research Association Annual Meeting. 1994(1). 10 indexed citations
11.
Stoddart, Trish & Robert E. Floden. (1995). Traditional and Alternate Routes to Teacher Certification: Issues, Assumptions, and Misconceptions. Issue Paper 95-2.. 43 indexed citations
12.
Stoddart, Trish. (1994). The Relationship Between Teachers’ Beliefs about Computer Assisted- Instruction and Their Practice. Society for Information Technology & Teacher Education International Conference. 1994(1). 52–56. 2 indexed citations
13.
Stoddart, Trish. (1993). The Professional Development School: Building Bridges between Cultures. Educational Policy. 7(1). 5–23. 41 indexed citations
14.
Stoddart, Trish & Dale S. Niederhauser. (1993). Technology and Educational Change. Computers in the Schools. 9(2-3). 5–23. 20 indexed citations
15.
Stoddart, Trish, et al.. (1993). Reconstructing elementary teacher candidates' understanding of mathematics and science content. Teaching and Teacher Education. 9(3). 229–241. 60 indexed citations
16.
Winitzky, Nancy, et al.. (1992). Great Expectations: Emergent Professional Development Schools. Journal of Teacher Education. 43(1). 3–18. 103 indexed citations
17.
Stoddart, Trish. (1990). Los angeles unified school district intern program: Recruiting and preparing teachers for an urban context. Peabody Journal of Education. 67(3). 84–122. 48 indexed citations
18.
Stoddart, Trish, et al.. (1986). Some Reflections on the Honorable Profession of Teaching. Medical Entomology and Zoology. 3 indexed citations
19.
Stoddart, Trish & Elliot Turiel. (1985). Children's Concepts of Cross-Gender Activities. Child Development. 56(5). 1241–1252. 3 indexed citations
20.
Stoddart, Trish & Elliot Turiel. (1985). Children's Concepts of Cross-Gender Activities. Child Development. 56(5). 1241–1241. 124 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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