H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 40 Citations 34,598 57 World Ranking 2208 National Ranking 1143

Overview

What is she best known for?

The fields of study she is best known for:

  • Education
  • Pedagogy
  • Social psychology

Phyllis C. Blumenfeld focuses on Pedagogy, Primary education, Project based, Mathematics education and Work. The Primary education study combines topics in areas such as Developmental psychology, Self-concept, Science education, Expectancy-value theory and Competence. Her studies examine the connections between Science education and genetics, as well as such issues in Positive Youth Development, with regards to Goal orientation.

Her Competence study which covers Music education that intersects with Personality. Her biological study spans a wide range of topics, including Cognitive science and Curriculum. Her Academic achievement study integrates concerns from other disciplines, such as Student engagement and School engagement, Emotionality, Social psychology, Self-regulated learning.

Her most cited work include:

  • School Engagement: Potential of the Concept, State of the Evidence (4565 citations)
  • Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1942 citations)
  • Students' goal orientations and cognitive engagement in classroom activities (1151 citations)

What are the main themes of her work throughout her whole career to date?

Her primary scientific interests are in Mathematics education, Pedagogy, Primary education, Teaching method and Science education. Her work in Mathematics education tackles topics such as Curriculum which are related to areas like Standardized test and Science teaching. Her work on Science teachers is typically connected to Project based, Work and Political science as part of general Pedagogy study, connecting several disciplines of science.

Her Primary education research is multidisciplinary, incorporating perspectives in Developmental psychology and Self-concept. Her study in Science education is interdisciplinary in nature, drawing from both Educational technology and Professional development. In her study, School engagement is inextricably linked to Student engagement, which falls within the broad field of Academic achievement.

She most often published in these fields:

  • Mathematics education (48.53%)
  • Pedagogy (39.71%)
  • Primary education (23.53%)

What were the highlights of her more recent work (between 2002-2017)?

  • Mathematics education (48.53%)
  • Curriculum (13.24%)
  • Professional development (11.76%)

In recent papers she was focusing on the following fields of study:

Her primary areas of study are Mathematics education, Curriculum, Professional development, Pedagogy and Science education. Her Collaborative learning, Project-based learning and Educational psychology study, which is part of a larger body of work in Mathematics education, is frequently linked to National Science Education Standards and Scale, bridging the gap between disciplines. Her Curriculum research includes themes of Science teaching and Standardized test.

Her work on Professional development is being expanded to include thematically relevant topics such as Teaching method. Her work in the fields of Pedagogy, such as Student engagement, intersects with other areas such as Inner city. Phyllis C. Blumenfeld works mostly in the field of Science education, limiting it down to topics relating to Curriculum development and, in certain cases, Science teachers and Faculty development, as a part of the same area of interest.

Between 2002 and 2017, her most popular works were:

  • School Engagement: Potential of the Concept, State of the Evidence (4565 citations)
  • Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (282 citations)
  • Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform (270 citations)

In her most recent research, the most cited papers focused on:

  • Education
  • Social psychology
  • Pedagogy

Phyllis C. Blumenfeld mainly focuses on Mathematics education, Professional development, Academic standards, Achievement test and Curriculum. As part of her studies on Mathematics education, she often connects relevant areas like Cognitive science. Phyllis C. Blumenfeld has included themes like Active learning, Science education, Curriculum development and Standardized test in her Professional development study.

Combining a variety of fields, including Academic standards, Faculty development and National Science Education Standards, are what the author presents in her essays.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

School Engagement: Potential of the Concept, State of the Evidence

Jennifer A Fredricks;Phyllis C Blumenfeld;Alison H Paris.
Review of Educational Research (2004)

8309 Citations

Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Phyllis C. Blumenfeld;Elliot Soloway;Ronald W. Marx;Joseph S. Krajcik.
Educational Psychologist (1991)

4958 Citations

Age and Gender Differences in Children's Self‐ and Task Perceptions during Elementary School

Jacquelynne Eccles;Allan Wigfield;Rena D. Harold;Phyllis Blumenfeld.
Child Development (1993)

2394 Citations

Students' goal orientations and cognitive engagement in classroom activities

Judith L. Meece;Phyllis C. Blumenfeld;Rick H. Hoyle.
Journal of Educational Psychology (1988)

2278 Citations

Change in Children's Competence Beliefs and Subjective Task Values across the Elementary School Years: A 3-Year Study.

Allan Wigfield;Jacquelynne S. Eccles;Kwang Suk Yoon;Rena D. Harold.
Journal of Educational Psychology (1997)

1571 Citations

Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students

Joseph Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Kristin M. Bass.
The Journal of the Learning Sciences (1998)

1146 Citations

A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction

Joseph S. Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Elliot Soloway.
Elementary School Journal (1994)

855 Citations

Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools

Phyllis Blumenfeld;Barry J. Fishman;Joseph Krajcik;Ronald W. Marx.
Educational Psychologist (2000)

735 Citations

Enacting Project-Based Science

Ronald W. Marx;Phyllis C. Blumenfeld;Joseph S. Krajcik;Elliot Soloway.
Elementary School Journal (1997)

680 Citations

Classroom Learning and Motivation: Clarifying and Expanding Goal Theory

Phyllis C. Blumenfeld.
Journal of Educational Psychology (1992)

657 Citations

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