Danielle Dupuis

1.1k total citations
40 papers, 701 citations indexed

About

Danielle Dupuis is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Danielle Dupuis has authored 40 papers receiving a total of 701 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 16 papers in Statistics and Probability and 11 papers in Developmental and Educational Psychology. Recurrent topics in Danielle Dupuis's work include Cognitive and developmental aspects of mathematical skills (14 papers), Mathematics Education and Teaching Techniques (10 papers) and Mathematics Education and Programs (7 papers). Danielle Dupuis is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (14 papers), Mathematics Education and Teaching Techniques (10 papers) and Mathematics Education and Programs (7 papers). Danielle Dupuis collaborates with scholars based in United States, United Kingdom and Cameroon. Danielle Dupuis's co-authors include Anthony D. Pellegrini, Peter K. Smith, Asha K. Jitendra, Michael R. Harwell, Michael C. Rodriguez, Jon R. Star, Joan Garfield, Andrew Zieffler, Cary J. Roseth and Thomas R. Post and has published in prestigious journals such as Journal of Educational Psychology, Child Abuse & Neglect and Learning and Instruction.

In The Last Decade

Danielle Dupuis

32 papers receiving 642 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Danielle Dupuis United States	15	384	291	220	154	85	40	701
Katherine Strasser Chile	22	812 2.1×	181 0.6×	566 2.6×	147 1.0×	221 2.6×	63	1.3k
Eugene Geist United States	12	391 1.0×	109 0.4×	98 0.4×	81 0.5×	21 0.2×	32	583
Lorna K. S. Chan Australia	17	411 1.1×	96 0.3×	334 1.5×	88 0.6×	55 0.6×	32	701
Ann V. McGillicuddy‐De Lisi United States	14	376 1.0×	99 0.3×	220 1.0×	186 1.2×	190 2.2×	22	816
Hsiu‐Zu Ho United States	15	515 1.3×	137 0.5×	175 0.8×	197 1.3×	223 2.6×	30	1.0k
Susanne Ebert Germany	17	926 2.4×	231 0.8×	548 2.5×	74 0.5×	185 2.2×	28	1.2k
Henrik Saalbach Germany	17	339 0.9×	127 0.4×	443 2.0×	156 1.0×	83 1.0×	59	912
Lourdes Mata Portugal	12	433 1.1×	62 0.2×	170 0.8×	249 1.6×	62 0.7×	40	743
Tobias Dörfler Germany	14	376 1.0×	83 0.3×	334 1.5×	100 0.6×	43 0.5×	39	710
Daniel B. Hajovsky United States	13	415 1.1×	91 0.3×	197 0.9×	125 0.8×	155 1.8×	41	685

Countries citing papers authored by Danielle Dupuis

Since Specialization

Citations

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

Fields of papers citing papers by Danielle Dupuis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Danielle Dupuis

This figure shows the co-authorship network connecting the top 25 collaborators of Danielle Dupuis. A scholar is included among the top collaborators of Danielle Dupuis 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 Danielle Dupuis. Danielle Dupuis 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

Piescher, Kristine, et al.. (2023). Reprint of: Homelessness and child protection involvement: Temporal links and risks to student attendance and school mobility. Child Abuse & Neglect. 139. 106156–106156.

Filter, Kevin J., et al.. (2022). Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process. School Mental Health. 14(3). 695–708. 3 indexed citations

Filter, Kevin J., et al.. (2022). An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation. Education and Treatment of Children. 45(1). 51–67. 4 indexed citations

Piescher, Kristine, et al.. (2022). Homelessness and child protection involvement: Temporal links and risks to student attendance and school mobility. Child Abuse & Neglect. 135. 105972–105972. 3 indexed citations

Johnson, LeAnne, et al.. (2021). Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement. Topics in Early Childhood Special Education. 41(3). 207–220. 3 indexed citations

Jitendra, Asha K., et al.. (2016). A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students with Mathematics Problem-Solving Difficulties.. Grantee Submission. 19 indexed citations

Jitendra, Asha K., et al.. (2015). Assessing the Relation Between Seventh-Grade Students’ Engagement and Mathematical Problem Solving Performance. Preventing School Failure Alternative Education for Children and Youth. 60(2). 117–123. 9 indexed citations

Harwell, Michael R., Danielle Dupuis, Thomas R. Post, Amanuel Medhanie, & Brandon LeBeau. (2014). A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College.. Educational research quarterly. 37(3). 3–24.

Jitendra, Asha K., Danielle Dupuis, Jon R. Star, & Michael C. Rodriguez. (2014). The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties. Journal of Learning Disabilities. 49(4). 354–367. 30 indexed citations

10.

Harwell, Michael R., et al.. (2013). The impact of institutional factors on the relationship between high school mathematics curricula and college mathematics course-taking and achievement. Educational research quarterly. 36(3). 22–46. 1 indexed citations

11.

Jitendra, Asha K., et al.. (2013). A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties. The Elementary School Journal. 114(2). 252–276. 45 indexed citations

12.

LeBeau, Brandon, et al.. (2012). Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college. Research in Science & Technological Education. 30(1). 17–28. 19 indexed citations

13.

Jitendra, Asha K., Danielle Dupuis, & Michael C. Rodriguez. (2012). Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment.. Society for Research on Educational Effectiveness. 1 indexed citations

14.

Harwell, Michael R., et al.. (2011). Preparation of Students Completing a Core-Plus or Commercially Developed High School Mathematics Curriculum for Intense College Mathematics Coursework. The Journal of Experimental Education. 80(1). 96–112. 4 indexed citations

15.

Pellegrini, Anthony D., et al.. (2011). Behavioral and social cognitive processes in preschool children's social dominance. Aggressive Behavior. 37(3). 248–257. 21 indexed citations

16.

Post, Thomas R., et al.. (2010). The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence. Journal for Research in Mathematics Education. 41(3). 274–308. 21 indexed citations

17.

Pellegrini, Anthony D., et al.. (2010). An empirical examination of sex differences in scoring preschool children’s aggression. Journal of Experimental Child Psychology. 109(2). 232–238. 15 indexed citations

18.

Bohn-Gettler, Catherine M., et al.. (2010). A longitudinal study of preschool children's (homo sapiens) sex segregation.. Journal of comparative psychology. 124(2). 219–228. 10 indexed citations

19.

Zieffler, Andrew, et al.. (2008). What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature. Journal of Statistics Education. 16(2). 122–122. 106 indexed citations

20.

Dupuis, Danielle. (2005). Souvenir et douleur dans « La comédie humaine ». Cairn.info. n° 6(1). 265–285. 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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