Deborah C. May

838 total citations
44 papers, 555 citations indexed

About

Deborah C. May is a scholar working on Education, Developmental and Educational Psychology and Pulmonary and Respiratory Medicine. According to data from OpenAlex, Deborah C. May has authored 44 papers receiving a total of 555 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Pulmonary and Respiratory Medicine. Recurrent topics in Deborah C. May's work include Early Childhood Education and Development (14 papers), Parental Involvement in Education (6 papers) and Sarcoma Diagnosis and Treatment (6 papers). Deborah C. May is often cited by papers focused on Early Childhood Education and Development (14 papers), Parental Involvement in Education (6 papers) and Sarcoma Diagnosis and Treatment (6 papers). Deborah C. May collaborates with scholars based in United States, Australia and Italy. Deborah C. May's co-authors include Deborah K. Kundert, Peter Choong, Tim Spelman, John Slavin, Karin Thursky, Trisha Peel, Monica A. Slavin, Kirsty Buising, Mark Evans and Meredith Edwards and has published in prestigious journals such as Blood, European Journal of Neuroscience and Educational and Psychological Measurement.

In The Last Decade

Deborah C. May

41 papers receiving 469 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Deborah C. May United States 15 261 108 97 91 61 44 555
Mary Sue Hamann United States 16 176 0.7× 193 1.8× 56 0.6× 389 4.3× 38 0.6× 26 991
Randy Lee Williams United States 14 200 0.8× 315 2.9× 214 2.2× 58 0.6× 32 0.5× 44 770
Faith G. Miller United States 15 225 0.9× 212 2.0× 16 0.2× 311 3.4× 44 0.7× 50 755
Julia Parkinson United States 4 191 0.7× 215 2.0× 64 0.7× 60 0.7× 10 0.2× 6 575
Claire Piccinin Belgium 9 117 0.4× 64 0.6× 51 0.5× 97 1.1× 9 0.1× 18 434
Carl deMoor United States 7 75 0.3× 88 0.8× 103 1.1× 61 0.7× 14 0.2× 10 668
Beth A. Jones United States 10 100 0.4× 58 0.5× 15 0.2× 81 0.9× 79 1.3× 21 420
Melissa Davis Australia 15 66 0.3× 63 0.6× 11 0.1× 185 2.0× 49 0.8× 34 559
Maggie Vance United Kingdom 15 68 0.3× 278 2.6× 86 0.9× 88 1.0× 8 0.1× 24 573
Lars Malmberg Sweden 15 82 0.3× 59 0.5× 21 0.2× 54 0.6× 26 0.4× 32 597

Countries citing papers authored by Deborah C. May

Since Specialization
Citations

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

Fields of papers citing papers by Deborah C. May

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Deborah C. May. 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 Deborah C. May. The network helps show where Deborah C. May may publish in the future.

Co-authorship network of co-authors of Deborah C. May

This figure shows the co-authorship network connecting the top 25 collaborators of Deborah C. May. A scholar is included among the top collaborators of Deborah C. May 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 Deborah C. May. Deborah C. May 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.
May, Deborah C., et al.. (2020). Planned combined onco-plastic (COP) surgical approach improves oncologic outcomes in soft tissue sarcomas. European Journal of Surgical Oncology. 47(2). 443–449. 5 indexed citations
2.
May, Deborah C.. (2014). Cultural audit as a means of uncovering unconscious biases and other barriers to diversity within organisations. 66(2). 89.
3.
Peel, Trisha, Deborah C. May, Kirsty Buising, et al.. (2014). Infective complications following tumour endoprosthesis surgery for bone and soft tissue tumours. European Journal of Surgical Oncology. 40(9). 1087–1094. 38 indexed citations
4.
Thompson, Philip A., Deborah C. May, Peter Choong, et al.. (2012). Predicting Blood Loss and Transfusion Requirement in Patients Undergoing Surgery for Musculoskeletal Tumors. Blood. 120(21). 4384–4384. 1 indexed citations
5.
May, Deborah C., et al.. (2003). Parental Opinions About Facial Plastic Surgery for Individuals With Down Syndrome. Mental Retardation. 41(1). 29–34. 2 indexed citations
6.
Kundert, Deborah K., et al.. (2002). Comfort with Accommodations at the Community College Level.. Journal of developmental education. 25(3). 12–18. 16 indexed citations
7.
May, Deborah C., et al.. (1998). The effects of pre-first-grade programs on student reading and mathematics achievement. Psychology in the Schools. 33(2). 132–142. 3 indexed citations
8.
Kundert, Deborah K., et al.. (1995). A comparison of students who delay kindergarten entry and those who are retained in grades K−5. Psychology in the Schools. 32(3). 202–209. 18 indexed citations
9.
May, Deborah C., et al.. (1995). Does Delayed School Entry Reduce Later Grade Retentions and Use of Special Education Services?. Remedial and Special Education. 16(5). 288–294. 40 indexed citations
10.
May, Deborah C., et al.. (1994). School Readiness. Journal of Early Intervention. 18(3). 290–301. 16 indexed citations
11.
May, Deborah C. & Deborah K. Kundert. (1992). Do Extra-Year Classes Pay Off?.. ˜The œExecutive educator. 14(3). 25–27. 5 indexed citations
12.
May, Deborah C., et al.. (1986). Research on Effects of Color Reversal on the Visual Perceptual and Visuomotor Performances of Spastic Cerebral Palsied and other Exceptional Individuals. Perceptual and Motor Skills. 62(2). 595–607. 10 indexed citations
13.
May, Deborah C., et al.. (1986). Screening for school readiness: The influence of birthdate and sex. Psychology in the Schools. 23(1). 100–105. 32 indexed citations
14.
May, Deborah C., et al.. (1985). The effects of developmental placement on young children's cognitive and social‐emotional development. Early Child Development and Care. 22(2-3). 195–209. 5 indexed citations
15.
May, Deborah C., et al.. (1984). Developmental Placement. Journal of Learning Disabilities. 17(6). 338–341. 12 indexed citations
16.
May, Deborah C., et al.. (1984). The effects of developmental placement and early retention on children's later scores on standardized tests. Psychology in the Schools. 21(3). 381–385. 34 indexed citations
17.
May, Deborah C., et al.. (1981). The Role of the Paraprofessional in Educational Programs for the Severely Handicapped.. Education and training of the mentally retarded. 16(3). 4 indexed citations
18.
May, Deborah C., et al.. (1980). Factors which Motivate Job Acceptance and Profoundly Mentally Retarded Children.. Education and training of the mentally retarded. 15(4). 1 indexed citations
19.
May, Deborah C., et al.. (1978). The Reliability of Children's Drawings as Indicators of Brain Damage.. Educational research quarterly. 1 indexed citations
20.
May, Deborah C.. (1976). Integration of Art Education into Special Education Programs. Art Education. 29(4). 16–16. 4 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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