Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Countries citing papers authored by Camille Marder
Since
Specialization
Citations
This map shows the geographic impact of Camille Marder'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 Camille Marder with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Camille Marder more than expected).
This network shows the impact of papers produced by Camille Marder. 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 Camille Marder. The network helps show where Camille Marder may publish in the future.
Co-authorship network of co-authors of Camille Marder
This figure shows the co-authorship network connecting the top 25 collaborators of Camille Marder.
A scholar is included among the top collaborators of Camille Marder 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 Camille Marder. Camille Marder is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
17 of 17 papers shown
1.
Henry, Gary T., et al.. (2016). "Double-Dosing" in Math in North Carolina Public Schools. REL 2016-140..1 indexed citations
Blackorby, José, Ellen Schiller, Sangeeta Mallik, et al.. (2010). Patterns in the Identification of and Outcomes for Children and Youth with Disabilities. Final Report. NCEE 2010-4005..12 indexed citations
6.
Wagner, Mary, Lynn Newman, Renée Cameto, Phyllis Levine, & Camille Marder. (2007). Perceptions and Expectations of Youth with Disabilities. A Special Topic Report on Findings from the National Longitudinal Study-2 (NLTS2): Chapter 6--Youth's Expectations for the Future.. The Journal for Vocational Special Needs Education. 30(1). 18–27.7 indexed citations
7.
Levine, Phyllis, Camille Marder, & Mary Wagner. (2007). Services and Supports for Secondary School Students with Disabilities: A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2)..16 indexed citations
8.
Wagner, Mary, Lynn Newman, Renée Cameto, Phyllis Levine, & Camille Marder. (2007). Perceptions and Expectations of Youth with Disabilities. A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2007-3006..53 indexed citations
Wagner, Mary, et al.. (2003). Youth Employment (NLTS2 Data Brief). University of Minnesota Digital Conservancy (University of Minnesota).10 indexed citations
11.
Blackorby, José, et al.. (2002). Behind the Label: The Functional Implications of Disability. SEELS (Special Education Elementary Longitudinal Study)..3 indexed citations
12.
Wagner, Mary, Camille Marder, & José Blackorby. (2002). The Children We Serve: The Demographic Characteristics of Elementary and Middle School Students with Disabilities and Their Households. SEELS (Special Education Elementary Longitudinal Study)..9 indexed citations
13.
Marder, Camille. (1993). Services for Youth with Disabilities after Secondary School. A Special Topic Report from the National Longitudinal Transition Study of Special Education Students..2 indexed citations
14.
Marder, Camille. (1992). The National Longitudinal Transition Study of Special Education Students: Report on Procedures for the Second Wave of Data Collection (1990)..1 indexed citations
15.
Marder, Camille. (1992). Secondary School Students Classified as Seriously Emotionally Disturbed: How Are They Being Served?..14 indexed citations
16.
Marder, Camille & Ronald DʼAmico. (1992). How Well Are Youth with Disabilities Really Doing? A Comparison of Youth with Disabilities and Youth in General. A Report from the National Longitudinal Transition Study of Special Education Students..18 indexed citations
17.
DʼAmico, Ronald & Camille Marder. (1991). The Early Work Experiences of Youth with Disabilities: Trends in Employment Rates and Job Characteristics. A Report from the National Longitudinal Transition Study of Special Education Students..12 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.