Barbara M. Fulk

475 total citations
20 papers, 313 citations indexed

About

Barbara M. Fulk is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Barbara M. Fulk has authored 20 papers receiving a total of 313 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 10 papers in Developmental and Educational Psychology and 4 papers in Safety Research. Recurrent topics in Barbara M. Fulk's work include Reading and Literacy Development (6 papers), Disability Education and Employment (4 papers) and Educational and Psychological Assessments (3 papers). Barbara M. Fulk is often cited by papers focused on Reading and Literacy Development (6 papers), Disability Education and Employment (4 papers) and Educational and Psychological Assessments (3 papers). Barbara M. Fulk collaborates with scholars based in United States and China. Barbara M. Fulk's co-authors include Frederick J. Brigham, James R. Thompson, Jeffrey P. Bakken, Maureen E. Angell, Phillip J. Belfiore, Julia B. Stoner and Panayota Mantzicopoulos and has published in prestigious journals such as The Journal of Special Education, Remedial and Special Education and Learning Disabilities Research and Practice.

In The Last Decade

Barbara M. Fulk

19 papers receiving 225 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Barbara M. Fulk United States	10	217	169	71	39	35	20	313
Miriam Alfassi Israel	9	232 1.1×	249 1.5×	29 0.4×	23 0.6×	30 0.9×	10	388
Sheila R. Alber United States	13	200 0.9×	298 1.8×	64 0.9×	53 1.4×	36 1.0×	27	413
Peter G. Cole Australia	9	156 0.7×	194 1.1×	42 0.6×	66 1.7×	21 0.6×	20	334
James A. Tucker United States	10	207 1.0×	268 1.6×	79 1.1×	62 1.6×	17 0.5×	28	416
Donald T. Mizokawa United States	8	262 1.2×	192 1.1×	25 0.4×	30 0.8×	42 1.2×	24	368
Vicki E. Snider United States	13	195 0.9×	258 1.5×	33 0.5×	54 1.4×	21 0.6×	20	413
Althea L. Woodruff United States	9	199 0.9×	199 1.2×	53 0.7×	34 0.9×	35 1.0×	12	355
Nicole Pyle United States	11	190 0.9×	262 1.6×	61 0.9×	69 1.8×	17 0.5×	18	386
David A. Sabatino United States	6	129 0.6×	200 1.2×	50 0.7×	51 1.3×	16 0.5×	15	365
Brenda H. Manning United States	12	268 1.2×	206 1.2×	16 0.2×	67 1.7×	44 1.3×	34	418

Countries citing papers authored by Barbara M. Fulk

Since Specialization

Citations

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

Fields of papers citing papers by Barbara M. Fulk

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Barbara M. Fulk. 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 Barbara M. Fulk. The network helps show where Barbara M. Fulk may publish in the future.

Co-authorship network of co-authors of Barbara M. Fulk

This figure shows the co-authorship network connecting the top 25 collaborators of Barbara M. Fulk. A scholar is included among the top collaborators of Barbara M. Fulk 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 Barbara M. Fulk. Barbara M. Fulk 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

Thompson, James R., et al.. (2012). Comparing Online and Face-to-Face Presentation of Course Content in an Introductory Special Education Course. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 35(3). 228–242. 15 indexed citations

Angell, Maureen E., Julia B. Stoner, & Barbara M. Fulk. (2010). Advice from Adults with Physical Disabilities on Fostering Self-Determination during the School Years. Teaching Exceptional Children. 42(3). 64–75. 7 indexed citations

Bakken, Jeffrey P., et al.. (2008). The Effects of Teaching Text-Structure Strategies to Postsecondary Students with Learning Disabilities to Improve Their Reading Comprehension on Expository Science Text Passages.. The Journal of Postsecondary Education and Disability. 20(2). 100–119. 24 indexed citations

Angell, Maureen E., et al.. (2006). Relationships Among Teachers' Perspectives, Self-Reported Practices, and Concerns Related to an Alternate Assessment System. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 29(2). 83–97. 9 indexed citations

Fulk, Barbara M.. (2003). Concerns about Ninth-Grade Students' Poor Academic Performance: One School's Action Plan. American secondary education. 31(2). 8–26. 21 indexed citations

Fulk, Barbara M., et al.. (2002). Special Education in Thailand. Teaching Exceptional Children. 34(5). 73–74. 16 indexed citations

Fulk, Barbara M., et al.. (2001). Classwide Peer Tutoring at Work. Teaching Exceptional Children. 34(2). 49–53. 35 indexed citations

Thompson, James R., et al.. (2000). Do Individualized Transition Plans Match the Postschool Projections of Students with Learning Disabilities and Their Parents?. Career Development for Exceptional Individuals. 23(1). 3–25. 12 indexed citations

Fulk, Barbara M.. (2000). Make Instruction More Memorable. Intervention in School and Clinic. 35(3). 183–184. 1 indexed citations

10.

Fulk, Barbara M., et al.. (1998). Motivation and Self-Regulation. Remedial and Special Education. 19(5). 300–309. 62 indexed citations

11.

Fulk, Barbara M., et al.. (1997). Effects of Integrated Picture Mnemonics on the Letter Recognition and Letter-Sound Acquisition of Transitional First-Grade Students with Special Needs. Learning Disability Quarterly. 20(1). 33–42. 13 indexed citations

12.

Fulk, Barbara M.. (1997). Think While You Spell. Teaching Exceptional Children. 29(4). 70–71. 4 indexed citations

13.

Fulk, Barbara M.. (1996). The Effects of Combined Strategy and Attribution Training on LD Adolescents' Spelling Performance. Exceptionality. 6(1). 13–27. 9 indexed citations

14.

Fulk, Barbara M.. (1996). Reflections on 'The Effects of Combined Strategy and Attribution Training on LD Adolescents' Spelling Performance'. Exceptionality. 6(1). 59–63. 2 indexed citations

15.

Fulk, Barbara M., et al.. (1995). SPELLING INTERVENTIONS FOR STUDENTS WITH DISABILITIES: A REVIEW. The Journal of Special Education. 28(4). 488–513. 47 indexed citations

16.

Fulk, Barbara M., et al.. (1995). Fourteen Spelling Strategies for Students with Learning Disabilities. Intervention in School and Clinic. 31(1). 16–20. 8 indexed citations

17.

Mantzicopoulos, Panayota & Barbara M. Fulk. (1995). Readiness Rooms: Why Are They Still Around?. The Educational Forum. 59(3). 298–304. 2 indexed citations

18.

Fulk, Barbara M.. (1994). Mnemonic Keyword Strategy Training for Students with Learning Disabilities.. Learning Disabilities Research and Practice. 9(3). 8 indexed citations

19.

Fulk, Barbara M., et al.. (1994). Strategies to Improve Student Motivation. Intervention in School and Clinic. 30(1). 28–33. 17 indexed citations

20.

Fulk, Barbara M.. (1992). MATH. Intervention in School and Clinic. 27(4). 236–240. 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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