Debra J. Ackerman

700 total citations
29 papers, 438 citations indexed

About

Debra J. Ackerman is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Debra J. Ackerman has authored 29 papers receiving a total of 438 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 10 papers in Developmental and Educational Psychology and 3 papers in Clinical Psychology. Recurrent topics in Debra J. Ackerman's work include Early Childhood Education and Development (18 papers), Education Systems and Policy (11 papers) and Parental Involvement in Education (6 papers). Debra J. Ackerman is often cited by papers focused on Early Childhood Education and Development (18 papers), Education Systems and Policy (11 papers) and Parental Involvement in Education (6 papers). Debra J. Ackerman collaborates with scholars based in United States, Slovakia and Netherlands. Debra J. Ackerman's co-authors include W. Steven Barnett, Allison H. Friedman‐Krauss, Sharon Ryan, David P. Corina, Allen R. Braun, Richard J. Coley and Richard G. Lambert and has published in prestigious journals such as Human Brain Mapping, Early Education and Development and Educational Policy.

In The Last Decade

Debra J. Ackerman

27 papers receiving 379 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Debra J. Ackerman United States 12 353 116 75 54 29 29 438
Shayl F. Griffith United States 10 249 0.7× 61 0.5× 105 1.4× 124 2.3× 32 1.1× 22 373
Sherron Killingsworth Roberts United States 14 349 1.0× 86 0.7× 66 0.9× 97 1.8× 10 0.3× 58 474
Katherine Mitchem United States 13 248 0.7× 180 1.6× 61 0.8× 25 0.5× 52 1.8× 32 411
Athanasios Gregoriadis Greece 14 424 1.2× 113 1.0× 150 2.0× 76 1.4× 16 0.6× 52 559
Marie‐France Daniel Canada 11 377 1.1× 129 1.1× 37 0.5× 53 1.0× 15 0.5× 62 449
Jerry Aldridge United States 10 191 0.5× 120 1.0× 46 0.6× 37 0.7× 15 0.5× 80 325
Amelia Church Australia 13 278 0.8× 83 0.7× 96 1.3× 95 1.8× 11 0.4× 30 439
Jenessa L. Malin United States 9 172 0.5× 78 0.7× 142 1.9× 68 1.3× 12 0.4× 12 354
James Leigh Cyprus 12 234 0.7× 171 1.5× 73 1.0× 72 1.3× 37 1.3× 31 472
Belinda Blevins‐Knabe United States 10 456 1.3× 186 1.6× 48 0.6× 25 0.5× 8 0.3× 17 554

Countries citing papers authored by Debra J. Ackerman

Since Specialization
Citations

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

Fields of papers citing papers by Debra J. Ackerman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Debra J. Ackerman. 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 Debra J. Ackerman. The network helps show where Debra J. Ackerman may publish in the future.

Co-authorship network of co-authors of Debra J. Ackerman

This figure shows the co-authorship network connecting the top 25 collaborators of Debra J. Ackerman. A scholar is included among the top collaborators of Debra J. Ackerman 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 Debra J. Ackerman. Debra J. Ackerman 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.
Ackerman, Debra J.. (2020). The State Kindergarten Entry Assessment Digital Technology Landscape. ETS Research Report Series. 2020(1). 1–32.
2.
Ackerman, Debra J.. (2018). Real World Compromises: Policy and Practice Impacts of Kindergarten Entry Assessment-Related Validity and Reliability Challenges. Research Report. ETS RR-18-13.. ETS Research Report Series. 4 indexed citations
3.
Ackerman, Debra J.. (2018). Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills. ETS Research Report Series. 2018(1). 1–26. 7 indexed citations
4.
Ackerman, Debra J. & Allison H. Friedman‐Krauss. (2017). Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options. Policy Information Report and ETS Research Report Series No. RR-17-22.. ETS Research Report Series. 4 indexed citations
5.
Ackerman, Debra J.. (2017). Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing. International journal of child care and education policy. 11(1). 4 indexed citations
6.
Ackerman, Debra J., et al.. (2015). Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. Policy Information Report. ETS RR-15-01.. ETS Research Report Series. 3 indexed citations
7.
Ackerman, Debra J., et al.. (2015). Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. ETS Research Report Series. 2015(1). 1–39. 19 indexed citations
8.
Ackerman, Debra J.. (2014). State-Funded PreK Policies on External Classroom Observations: Issues and Status. Policy Information Report.. 2 indexed citations
9.
Ackerman, Debra J. & Richard J. Coley. (2012). State Pre-K Assessment Policies: Issues and Status. Policy Information Report.. 10 indexed citations
10.
Ackerman, Debra J., et al.. (2010). The Source of Child Care Center Preschool Learning and Program Standards: Implications for Potential Early Learning Challenge Fund Grantees.. 12(1). 3 indexed citations
11.
Ackerman, Debra J. & W. Steven Barnett. (2009). Does Preschool Education Policy Impact Infant/Toddler Care? Preschool Policy Brief. Issue 20.. 2 indexed citations
12.
Ackerman, Debra J., et al.. (2009). Providing Preschool Education for All 4-Year-Olds: Lessons from Six State Journeys. Preschool Policy Brief. Issue 18.. 7 indexed citations
13.
Ackerman, Debra J.. (2008). Coaching as Part of a Pilot Quality Rating Scale Initiative: Challenges to--and Supports for--the Change-Making Process.. 10(2). 10 indexed citations
14.
Ackerman, Debra J.. (2008). Continuity of Care, Professional Community, and the Policy Context: Potential Benefits for Infant and Toddler Teachers' Professional Development. Early Education and Development. 19(5). 753–772. 18 indexed citations
15.
Ackerman, Debra J.. (2007). "The Learning Never Stops": Lessons from Military Child Development Centers for Teacher Professional Development Policy.. 9(1). 4 indexed citations
16.
Ackerman, Debra J.. (2007). Commentary on “Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts”. Early Education and Development. 18(4). 601–604.
17.
Barnett, W. Steven & Debra J. Ackerman. (2006). Costs, Benefits, and Long-Term Effects of Early Care and Education Programs: Recommendations and Cautions for Community Developers. Community Development. 37(2). 86–100. 47 indexed citations
18.
Ackerman, Debra J.. (2005). Getting Teachers from Here to There: Examining Issues Related to an Early Care and Education Teacher Policy.. 7(1). 40 indexed citations
19.
Ryan, Sharon & Debra J. Ackerman. (2005). Using pressure and support to create a qualified workforce.. Education Policy Analysis Archives. 13. 23–23. 15 indexed citations
20.
Corina, David P., et al.. (2004). Neural systems for sign language production: Mechanisms supporting lexical selection, phonological encoding, and articulation. Human Brain Mapping. 23(3). 156–167. 31 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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