Callie Mady
About
In The Last Decade
Callie Mady
53 papers receiving 442 citations
Peers
Comparison fields: 5 of 34
- Linguistics and Language 367
- Literature and Literary Theory 365
- Language and Linguistics 306
- Education 102
- Developmental and Educational Psychology 56
Countries citing papers authored by Callie Mady
This map shows the geographic impact of Callie Mady'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 Callie Mady with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Callie Mady more than expected).
Fields of papers citing papers by Callie Mady
This network shows the impact of papers produced by Callie Mady. 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 Callie Mady. The network helps show where Callie Mady may publish in the future.
Co-authorship network of co-authors of Callie Mady
This figure shows the co-authorship network connecting the top 25 collaborators of Callie Mady. A scholar is included among the top collaborators of Callie Mady 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 Callie Mady. Callie Mady is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | Novice Teachers' Perspectives on the Use of Languages in French as a Second Language Classes That Include English Language Learners. | 0 |
| 3 | 1 | |
| 4 | 1 | |
| 5 | 16 | |
| 6 | Inclusion of Students with Special Education Needs in French as a Second Language Programs: A Review of Canadian Policy and Resource Documents. | 1 |
| 7 | 5 | |
| 8 | 4 | |
| 9 | French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties | 6 |
| 10 | 29 | |
| 11 | 8 | |
| 12 | 7 | |
| 13 | Exploring Reflexivity and Multilingualism in Three French Language Teacher Education Programs | 3 |
| 14 | 4 | |
| 15 | LEARNING FRENCH AS A SECOND OFFICIAL LANGUAGE: RESERVED FOR ANGLOPHONES? | 10 |
| 16 | Exploring the “Situation” of Situational Willingness to Communicate: A Volunteer Youth Exchange Perspective | 2 |
| 17 | A critically conscious examination of special education within FSL and its relevance to FSL teacher education programs | 11 |
| 18 | Research Perspectives on Core French: A Literature Review | 32 |
| 19 | 23 | |
| 20 | The suitability of core French for recently arrived adolescent immigrants to Canada | 24 |
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.