DeWayne A. Mason

604 total citations
23 papers, 376 citations indexed

About

DeWayne A. Mason is a scholar working on Education, Developmental and Educational Psychology and Computer Networks and Communications. According to data from OpenAlex, DeWayne A. Mason has authored 23 papers receiving a total of 376 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 3 papers in Developmental and Educational Psychology and 2 papers in Computer Networks and Communications. Recurrent topics in DeWayne A. Mason's work include Parental Involvement in Education (10 papers), School Choice and Performance (9 papers) and Collaborative Teaching and Inclusion (8 papers). DeWayne A. Mason is often cited by papers focused on Parental Involvement in Education (10 papers), School Choice and Performance (9 papers) and Collaborative Teaching and Inclusion (8 papers). DeWayne A. Mason collaborates with scholars based in United States. DeWayne A. Mason's co-authors include Robert B. Burns, Thomas L. Good, Douglas A. Grouws, Ricky L. Slavings and Kathleen Cramer and has published in prestigious journals such as Review of Educational Research, American Educational Research Journal and Teaching and Teacher Education.

In The Last Decade

DeWayne A. Mason

23 papers receiving 301 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
DeWayne A. Mason United States 11 350 72 30 17 16 23 376
Jennifer A. Whitcomb United States 7 300 0.9× 46 0.6× 70 2.3× 26 1.5× 14 0.9× 11 343
Maria Mroz United Kingdom 10 332 0.9× 189 2.6× 41 1.4× 9 0.5× 4 0.3× 19 446
Amy Noelle Parks United States 11 325 0.9× 62 0.9× 75 2.5× 14 0.8× 8 0.5× 28 360
Carol Corbett Burris United States 7 297 0.8× 39 0.5× 74 2.5× 12 0.7× 4 0.3× 16 335
G. Genevieve Patthey‐Chavez United States 10 283 0.8× 127 1.8× 25 0.8× 14 0.8× 8 0.5× 19 395
Dominic Peressini United States 11 381 1.1× 82 1.1× 46 1.5× 5 0.3× 4 0.3× 13 427
Denise S. Mewborn United States 9 341 1.0× 45 0.6× 33 1.1× 8 0.5× 6 0.4× 23 367
Susan McAllister Swap United States 6 242 0.7× 46 0.6× 27 0.9× 6 0.4× 7 0.4× 10 301
Karen Skilling Australia 7 174 0.5× 54 0.8× 36 1.2× 5 0.3× 7 0.4× 13 252
Bet McCallum United Kingdom 9 223 0.6× 49 0.7× 23 0.8× 34 2.0× 7 0.4× 17 253

Countries citing papers authored by DeWayne A. Mason

Since Specialization
Citations

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

Fields of papers citing papers by DeWayne A. Mason

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by DeWayne A. Mason. 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 DeWayne A. Mason. The network helps show where DeWayne A. Mason may publish in the future.

Co-authorship network of co-authors of DeWayne A. Mason

This figure shows the co-authorship network connecting the top 25 collaborators of DeWayne A. Mason. A scholar is included among the top collaborators of DeWayne A. Mason 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 DeWayne A. Mason. DeWayne A. Mason 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.
Mason, DeWayne A., et al.. (2005). Effects of Top‐Down and Bottom‐Up Elementary School Standards Reform in an Underperforming California District. The Elementary School Journal. 105(4). 353–376. 7 indexed citations
2.
Burns, Robert B. & DeWayne A. Mason. (2002). Class Composition and Student Achievement in Elementary Schools. American Educational Research Journal. 39(1). 207–233. 41 indexed citations
3.
Mason, DeWayne A. & Robert B. Burns. (1999). Assignment of Teachers to Combination Classes. Journal of School Leadership. 9(1). 51–78. 1 indexed citations
4.
Mason, DeWayne A., et al.. (1998). Principals' Views of Combination Classes. The Journal of Educational Research. 91(3). 160–172. 17 indexed citations
5.
Burns, Robert B. & DeWayne A. Mason. (1998). Class Formation and Composition in Elementary Schools. American Educational Research Journal. 35(4). 739–772. 31 indexed citations
6.
Burns, Robert B. & DeWayne A. Mason. (1998). Class Formation and Composition in Elementary Schools. American Educational Research Journal. 35(4). 739–739. 3 indexed citations
7.
Mason, DeWayne A. & Robert B. Burns. (1997). Reassessing the Effects of Combination Classes. Educational Research and Evaluation. 3(1). 1–53. 35 indexed citations
8.
Mason, DeWayne A. & Robert B. Burns. (1997). Toward a Theory of Combination Classes. Educational Research and Evaluation. 3(4). 281–304. 3 indexed citations
9.
Mason, DeWayne A., et al.. (1996). Combination and Nongraded Classes: Definitions and Frequency in Twelve States. The Elementary School Journal. 96(4). 439–452. 19 indexed citations
10.
Mason, DeWayne A. & Robert B. Burns. (1996). “Simply No Worse and Simply No Better” May Simply Be Wrong: A Critique of Veenman’s Conclusion About Multigrade Classes. Review of Educational Research. 66(3). 307–322. 60 indexed citations
11.
Mason, DeWayne A. & Thomas L. Good. (1996). Mathematics Instruction in Combination and Single-Grade Classes: An Exploratory Investigation. Teachers College Record The Voice of Scholarship in Education. 98(2). 236–265. 9 indexed citations
12.
Mason, DeWayne A. & Robert B. Burns. (1996). "Simply No Worse and Simply No Better" May Simply Be Wrong: A Critique of Veenman's Conclusion about Multigrade Classes. Review of Educational Research. 66(3). 307–307. 5 indexed citations
13.
Mason, DeWayne A.. (1995). Grouping Students for Elementary School Mathematics: A Survey of Principals in 12 States. Educational Research and Evaluation. 1(4). 318–346. 2 indexed citations
14.
Mason, DeWayne A. & Robert B. Burns. (1995). Teachers' Views of Combination Classes. The Journal of Educational Research. 89(1). 36–45. 27 indexed citations
15.
Mason, DeWayne A. & Thomas L. Good. (1993). Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students’ Mathematics Achievement. American Educational Research Journal. 30(2). 328–360. 22 indexed citations
16.
Mason, DeWayne A., et al.. (1992). Assigning Average-Achieving Eighth Graders to Advanced Mathematics Classes in an Urban Junior High. The Elementary School Journal. 92(5). 587–599. 20 indexed citations
17.
Good, Thomas L., Douglas A. Grouws, & DeWayne A. Mason. (1990). Teachers' Beliefs about Small-Group Instruction in Elementary School Mathematics. Journal for Research in Mathematics Education. 21(1). 2–2. 9 indexed citations
18.
Good, Thomas L., Douglas A. Grouws, DeWayne A. Mason, Ricky L. Slavings, & Kathleen Cramer. (1990). An Observational Study of Small-Group Mathematics Instruction in Elementary Schools. American Educational Research Journal. 27(4). 755–782. 22 indexed citations
19.
Good, Thomas L., Ricky L. Slavings, & DeWayne A. Mason. (1988). Learning to ask questions: Grade and school effects. Teaching and Teacher Education. 4(4). 363–378. 8 indexed citations
20.
Good, Thomas L., DeWayne A. Mason, & Douglas A. Grouws. (1988). Administrators' Beliefs about Teachers Organizing Classes for Mathematics Instruction. Educational Administration Quarterly. 24(2). 125–151. 3 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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