Deborah L. Voltz

593 total citations
35 papers, 338 citations indexed

About

Deborah L. Voltz is a scholar working on Education, Safety Research and Clinical Psychology. According to data from OpenAlex, Deborah L. Voltz has authored 35 papers receiving a total of 338 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 7 papers in Safety Research and 5 papers in Clinical Psychology. Recurrent topics in Deborah L. Voltz's work include Collaborative Teaching and Inclusion (17 papers), Education Discipline and Inequality (11 papers) and Parental Involvement in Education (7 papers). Deborah L. Voltz is often cited by papers focused on Collaborative Teaching and Inclusion (17 papers), Education Discipline and Inequality (11 papers) and Parental Involvement in Education (7 papers). Deborah L. Voltz collaborates with scholars based in United States and Germany. Deborah L. Voltz's co-authors include Alison Ford, Lisa Dieker, Karen S. Karp, Cecil Fore, Neil T. Raymond, Elizabeth Dooley, Caren Wesson, Michael Brooks, Tondra L. Loder and Yu-mei Wang and has published in prestigious journals such as Journal of Learning Disabilities, Remedial and Special Education and Learning Disabilities Research and Practice.

In The Last Decade

Deborah L. Voltz

29 papers receiving 241 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 L. Voltz United States 13 283 96 64 53 42 35 338
Eileen Schwartz Canada 4 276 1.0× 89 0.9× 44 0.7× 89 1.7× 67 1.6× 7 341
Julie Lancaster Australia 8 235 0.8× 104 1.1× 25 0.4× 69 1.3× 38 0.9× 17 283
Margaret A. Gallego United States 9 221 0.8× 33 0.3× 25 0.4× 49 0.9× 64 1.5× 27 278
Mary Trepanier­-Street United States 10 188 0.7× 34 0.4× 32 0.5× 61 1.2× 29 0.7× 26 326
Ann B. Berry United States 8 256 0.9× 116 1.2× 79 1.2× 20 0.4× 65 1.5× 10 333
Ruth A. Wiebe Berry United States 9 225 0.8× 61 0.6× 31 0.5× 51 1.0× 70 1.7× 15 287
Audra Parker United States 11 305 1.1× 50 0.5× 38 0.6× 53 1.0× 45 1.1× 32 352
Allison R. Firestone United States 8 213 0.8× 51 0.5× 36 0.6× 59 1.1× 48 1.1× 19 260
Janelle E. Rodl United States 7 190 0.7× 44 0.5× 35 0.5× 49 0.9× 34 0.8× 8 237
Barbara L. Pazey United States 11 211 0.7× 90 0.9× 43 0.7× 55 1.0× 41 1.0× 25 292

Countries citing papers authored by Deborah L. Voltz

Since Specialization
Citations

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

Fields of papers citing papers by Deborah L. Voltz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Deborah L. Voltz

This figure shows the co-authorship network connecting the top 25 collaborators of Deborah L. Voltz. A scholar is included among the top collaborators of Deborah L. Voltz 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 L. Voltz. Deborah L. Voltz 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.
Voltz, Deborah L., et al.. (2010). Connecting Teachers, Students, and Standards: Strategies for Success in Diverse and Inclusive Classrooms. 14 indexed citations
2.
Voltz, Deborah L., et al.. (2007). A Comparison of Inclusive versus Resource Classroom Placement for Black Students with Mild Disabilities at the Secondary Level: Is There a Need for Separation?. Journal of the American Academy of Special Education Professionals. 64–74. 1 indexed citations
3.
4.
5.
Voltz, Deborah L.. (2006). Inclusion in an Era of Accountability: A Framework for Differentiating Instruction in Urban Standards-Based Classrooms.. 2. 104–115. 1 indexed citations
6.
Voltz, Deborah L., et al.. (2003). Professional Development for Culturally Responsive Instruction: A Promising Practice for Addressing the Disproportionate Representation of Students of Color in Special Education. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 26(1). 63–73. 26 indexed citations
7.
Dieker, Lisa, et al.. (2002). Report of the Wingspread Conference: Preparing Teachers to Work with Diverse Learners. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 25(1). 1–10. 20 indexed citations
8.
Voltz, Deborah L.. (2001). Preparing General Education Teachers for Inclusive Settings: The Role of Special Education Teachers in the Professional Development School Context. Learning Disability Quarterly. 24(4). 288–296. 14 indexed citations
9.
Voltz, Deborah L.. (2000). Challenges and Choices In Urban Teaching: The Perspectives of Generaland Special Educators. Multiple Voices for Ethnically Diverse Exceptional Learners. 4(1). 41–53. 5 indexed citations
10.
Voltz, Deborah L.. (2000). Challenges and Choices In Urban Teaching: The Perspectives of Generaland Special Educators. Multiple Voices for Ethnically Diverse Exceptional Learners. 4(1). 41–53. 3 indexed citations
11.
Voltz, Deborah L.. (2000). Ethics, Power, and Privilege. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 23(1). iv–iv. 1 indexed citations
12.
Karp, Karen S. & Deborah L. Voltz. (2000). Weaving Mathematical Instructional Strategies Into Inclusive Settings. Intervention in School and Clinic. 35(4). 206–215. 13 indexed citations
13.
Voltz, Deborah L.. (1999). Empowering Diverse Learners at the Middle Level. Middle School Journal. 30(4). 29–36. 3 indexed citations
14.
Voltz, Deborah L.. (1998). Challenges and Choices in Urban Education: The Perceptions of Teachers and Principals. The Urban Review. 30(3). 211–228. 13 indexed citations
15.
Voltz, Deborah L.. (1995). Promising Practices in Facilitating Collaboration between Resource Room Teachers and General Education Teachers.. Learning Disabilities Research and Practice. 10(2). 11 indexed citations
16.
Voltz, Deborah L., et al.. (1994). Collaborative Teacher Roles. Journal of Learning Disabilities. 27(8). 527–535. 15 indexed citations
17.
Voltz, Deborah L.. (1994). Developing Collaborative Parent. Intervention in School and Clinic. 29(5). 288–291. 28 indexed citations
18.
Wesson, Caren, et al.. (1994). Developing a Collaborative Partnership Through a Professional Development School. Intervention in School and Clinic. 30(2). 116–121. 7 indexed citations
19.
Voltz, Deborah L., et al.. (1993). Developing Ownership in Learning. Teaching Exceptional Children. 25(4). 18–22. 8 indexed citations
20.
Voltz, Deborah L.. (1989). Elementary learning disabilities resource room teacher roles in promoting interaction with regular educators. University Microfilms International eBooks.

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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