Daryl B. Greenfield

3.1k total citations
75 papers, 2.2k citations indexed

About

Daryl B. Greenfield is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Daryl B. Greenfield has authored 75 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 39 papers in Developmental and Educational Psychology and 15 papers in Clinical Psychology. Recurrent topics in Daryl B. Greenfield's work include Early Childhood Education and Development (43 papers), Parental Involvement in Education (21 papers) and Reading and Literacy Development (20 papers). Daryl B. Greenfield is often cited by papers focused on Early Childhood Education and Development (43 papers), Parental Involvement in Education (21 papers) and Reading and Literacy Development (20 papers). Daryl B. Greenfield collaborates with scholars based in United States and Germany. Daryl B. Greenfield's co-authors include Nancy S. Hogan, Michelle F. Maier, Virginia E. Vitiello, Lisa J. White, Ernesto Pollitt, Ximena Domínguez, Rudolph L. Leibel, Lee A. Schmidt, Rebecca J. Bulotsky‐Shearer and Marcia S. Scott and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Journal of Clinical Nutrition and Journal of Educational Psychology.

In The Last Decade

Daryl B. Greenfield

75 papers receiving 2.0k citations

Peers

Daryl B. Greenfield
Abigail M. Jewkes United States
Lori E. Skibbe United States
Laura L. Brock United States
Claire Cameron Ponitz United States
Jennifer LoCasale‐Crouch United States
Joel S. Steele United States
Adela Langrock United States
Jason M. Nelson United States
Thomas Oakland United States
Nona Tollefson United States
Abigail M. Jewkes United States
Daryl B. Greenfield
Citations per year, relative to Daryl B. Greenfield Daryl B. Greenfield (= 1×) peers Abigail M. Jewkes

Countries citing papers authored by Daryl B. Greenfield

Since Specialization
Citations

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

Fields of papers citing papers by Daryl B. Greenfield

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daryl B. Greenfield. 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 Daryl B. Greenfield. The network helps show where Daryl B. Greenfield may publish in the future.

Co-authorship network of co-authors of Daryl B. Greenfield

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

All Works

20 of 20 papers shown
1.
Greenfield, Daryl B., et al.. (2024). Early childhood science practices observation tool (EC-SPOT): assessing science practices across multiple classroom contexts. International Journal of Science Education. 46(18). 1963–1981. 2 indexed citations
2.
McWayne, Christine M., et al.. (2023). Engagement in the preschool classroom: Brief measures for use with children from ethno-racially diverse and low-income backgrounds. Early Childhood Research Quarterly. 64. 177–185. 5 indexed citations
3.
McWayne, Christine M., et al.. (2022). Head start teachers act their way into new ways of thinking: Science and engineering practices in preschool classrooms. Science Education. 106(4). 956–979. 4 indexed citations
4.
Greenfield, Daryl B., et al.. (2021). Portrait of early science education in majority dual language learner classrooms: Where do we start?. SHILAP Revista de lepidopterología. 2(3). 235–266. 2 indexed citations
5.
Greenfield, Daryl B., et al.. (2020). Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms. Journal of Early Childhood Research. 19(2). 128–144. 14 indexed citations
6.
Sheridan, Susan M., Lisa L. Knoche, Ann M. Stacks, et al.. (2020). Building a Real-World Evidence Base for Improving Child and Family Outcomes. Journal of Applied Research on Children Informing Policy for Children at Risk. 11(1). 11. 3 indexed citations
7.
Bustamante, Andres S. & Daryl B. Greenfield. (2019). Measuring Motivation Orientation and School Readiness in Children Served by Head Start. Measurement and Evaluation in Counseling and Development. 52(2). 128–144. 1 indexed citations
8.
Bustamante, Andres S., Lisa J. White, & Daryl B. Greenfield. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Research Quarterly. 44. 34–42. 42 indexed citations
9.
Greenfield, Daryl B., et al.. (2017). Unleashing the Power of Science in Early Childhood: A Foundation for High-Quality Interactions and Learning.. Zero to three. 37(5). 13–21. 31 indexed citations
10.
White, Lisa J., et al.. (2017). The relationship between executive functioning and language: Examining vocabulary, syntax, and language learning in preschoolers attending Head Start. Journal of Experimental Child Psychology. 164. 16–31. 65 indexed citations
11.
Bell, Elizabeth R., et al.. (2016). Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start.. Journal of Educational Psychology. 108(5). 740–759. 6 indexed citations
12.
Brown, Judy, et al.. (2013). ECHOS: Early Childhood Hands-On Science Efficacy Study.. Society for Research on Educational Effectiveness. 1 indexed citations
13.
Maier, Michelle F., Daryl B. Greenfield, & Rebecca J. Bulotsky‐Shearer. (2011). Preschool Teachers' Attitudes and Beliefs toward Science: Development and Validation of a Questionnaire.. Society for Research on Educational Effectiveness. 1 indexed citations
14.
15.
Greenfield, Daryl B., et al.. (2004). Assessment of Social Competence in High-Risk Preschoolers: Evaluation of the Adaptive Social Behavior Inventory (ASBI) across Home and School Settings. Journal of Psychoeducational Assessment. 22(3). 220–232. 18 indexed citations
16.
Hogan, Nancy S., Daryl B. Greenfield, & Lee A. Schmidt. (2001). DEVELOPMENT AND VALIDATION OF THE HOGAN GRIEF REACTION CHECKLIST. Death Studies. 25(1). 1–32. 175 indexed citations
17.
Scott, Marcia S. & Daryl B. Greenfield. (1992). A Comparison of Normally Achieving, Learning Disabled and Mildly Retarded Students on a Taxonomic Information Task. Learning Disabilities Research and Practice. 7(2). 59–67. 6 indexed citations
18.
Scott, Marcia S., et al.. (1991). Group differences and individual classification accuracy associated with letter/word oddity problems.. PubMed. 95(4). 404–16. 4 indexed citations
19.
Scott, Marcia S., et al.. (1991). Differentiating between Two Groups that Fail in School: Performance of Learning Disabled and Mildly Retarded Students on Oddity Problems. Learning Disabilities Research and Practice. 6(1). 3–11. 7 indexed citations
20.
Greenfield, Daryl B. & Marcia S. Scott. (1985). A Cognitive Approach to Preschool Screening. Learning Disabilities Research and Practice. 1(1_part_2). 42–49. 14 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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