Amanda Kloo

501 total citations
8 papers, 236 citations indexed

About

Amanda Kloo is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Amanda Kloo has authored 8 papers receiving a total of 236 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 6 papers in Safety Research and 5 papers in Developmental and Educational Psychology. Recurrent topics in Amanda Kloo's work include Disability Education and Employment (6 papers), Reading and Literacy Development (4 papers) and Collaborative Teaching and Inclusion (3 papers). Amanda Kloo is often cited by papers focused on Disability Education and Employment (6 papers), Reading and Literacy Development (4 papers) and Collaborative Teaching and Inclusion (3 papers). Amanda Kloo collaborates with scholars based in United States and France. Amanda Kloo's co-authors include Naomi Zigmond, Christopher J. Lemons, Ryan J. Kettler, Alexander Kurz, Stephen N. Elliott, Shawn M. Davis, David R. Hill, Deborah Fulmer, Leila J. Williams and Peter A. Beddow and has published in prestigious journals such as Exceptional Children, Peabody Journal of Education and Exceptionality.

In The Last Decade

Amanda Kloo

8 papers receiving 207 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amanda Kloo United States	5	174	111	71	47	28	8	236
Kemal Afacan United States	9	190 1.1×	71 0.6×	132 1.9×	36 0.8×	31 1.1×	23	266
Kathleen Magiera United States	6	280 1.6×	190 1.7×	37 0.5×	74 1.6×	14 0.5×	10	311
Anne G. Bishop United States	8	198 1.1×	68 0.6×	145 2.0×	18 0.4×	9 0.3×	9	256
Mariana Haynes United States	5	214 1.2×	65 0.6×	193 2.7×	32 0.7×	16 0.6×	13	318
Leah Wasburn-Moses United States	11	207 1.2×	104 0.9×	43 0.6×	35 0.7×	20 0.7×	37	260
Patricia Sampson Graner United States	5	150 0.9×	33 0.3×	133 1.9×	38 0.8×	47 1.7×	8	242
Steve Fleischman United States	10	189 1.1×	26 0.2×	74 1.0×	23 0.5×	17 0.6×	19	255
Kim Stevens Barker United States	4	180 1.0×	53 0.5×	35 0.5×	38 0.8×	96 3.4×	10	239
Jamie Zibulsky United States	8	249 1.4×	22 0.2×	215 3.0×	44 0.9×	15 0.5×	12	328
Anne Gregory United States	8	107 0.6×	24 0.2×	55 0.8×	18 0.4×	33 1.2×	23	171

Countries citing papers authored by Amanda Kloo

Since Specialization

Citations

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

Fields of papers citing papers by Amanda Kloo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amanda Kloo

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

All Works

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8 of 8 papers shown

1.

Kurz, Alexander, Stephen N. Elliott, Christopher J. Lemons, et al.. (2014). Assessing Opportunity-to-Learn for Students With Disabilities in General and Special Education Classes. Assessment for Effective Intervention. 40(1). 24–39. 45 indexed citations

2.

Lemons, Christopher J., et al.. (2013). Performance of Students with Significant Cognitive Disabilities on Early-Grade Curriculum-Based Measures of Word and Passage Reading Fluency. Exceptional Children. 79(4). 408–426. 34 indexed citations

3.

Kettler, Ryan J., Stephen N. Elliott, Alexander Kurz, et al.. (2013). Predicting End-of-Year Achievement Test Performance. Assessment for Effective Intervention. 39(3). 156–169. 3 indexed citations

4.

Lemons, Christopher J., et al.. (2012). Implementing an Alternate Assessment based on Modified Academic Achievement Standards: When policy meets practice. International Journal of Disability Development and Education. 59(1). 67–79. 4 indexed citations

5.

Zigmond, Naomi, et al.. (2009). What, Where, and How? Special Education in the Climate of Full Inclusion. Exceptionality. 17(4). 189–204. 76 indexed citations

6.

Zigmond, Naomi & Amanda Kloo. (2009). The “Two Percent Students”: Considerations and Consequences of Eligibility Decisions. Peabody Journal of Education. 84(4). 478–495. 11 indexed citations

7.

Kloo, Amanda & Naomi Zigmond. (2008). Coteaching Revisited: Redrawing the Blueprint. Preventing School Failure Alternative Education for Children and Youth. 52(2). 12–20. 61 indexed citations

8.

Kloo, Amanda. (2007). The Decision-making Utility and Predictive Power of DIBELS for Students' Reading Achievement in Pennsylvania's Reading First Schools. D-Scholarship@Pitt (University of Pittsburgh). 2 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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