Dianne Toe

459 total citations
26 papers, 238 citations indexed

About

Dianne Toe is a scholar working on Developmental and Educational Psychology, Language and Linguistics and Education. According to data from OpenAlex, Dianne Toe has authored 26 papers receiving a total of 238 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 12 papers in Language and Linguistics and 8 papers in Education. Recurrent topics in Dianne Toe's work include Hearing Impairment and Communication (16 papers), Language, Discourse, Communication Strategies (11 papers) and Language Development and Disorders (6 papers). Dianne Toe is often cited by papers focused on Hearing Impairment and Communication (16 papers), Language, Discourse, Communication Strategies (11 papers) and Language Development and Disorders (6 papers). Dianne Toe collaborates with scholars based in Australia, United States and Israel. Dianne Toe's co-authors include Louise Paatsch, Amelia Church, Tova Most, Elizabeth Walker, Field Rickards, Christine Halse, Anne Cloonan, Richard C. Seewald, Alex Kostogriz and Shaun Rawolle and has published in prestigious journals such as PEDIATRICS, Australasian Journal of Paramedicine and The Journal of Deaf Studies and Deaf Education.

In The Last Decade

Dianne Toe

24 papers receiving 224 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Dianne Toe Australia	11	168	66	56	53	29	26	238
Martha Gonter Gaustad United States	10	260 1.5×	112 1.7×	55 1.0×	70 1.3×	9 0.3×	11	309
Jennifer S. Beal-Alvarez United States	10	234 1.4×	85 1.3×	22 0.4×	86 1.6×	8 0.3×	12	256
Alison Eisel Hendricks United States	9	155 0.9×	60 0.9×	34 0.6×	16 0.3×	61 2.1×	21	248
Indra Sinka United Kingdom	10	149 0.9×	40 0.6×	43 0.8×	37 0.7×	36 1.2×	18	215
Reem Khamis-Dakwar United States	8	83 0.5×	40 0.6×	39 0.7×	23 0.4×	36 1.2×	13	178
Donna Jackson‐Maldonado Mexico	8	405 2.4×	94 1.4×	73 1.3×	52 1.0×	56 1.9×	22	462
Carol J. Strong United States	7	279 1.7×	74 1.1×	64 1.1×	38 0.7×	56 1.9×	13	316
Arthur N. Schildroth United States	10	266 1.6×	95 1.4×	22 0.4×	57 1.1×	25 0.9×	17	337
Diane Pesco Canada	9	184 1.1×	47 0.7×	86 1.5×	38 0.7×	47 1.6×	19	259
Neil S. Glickman United States	8	201 1.2×	45 0.7×	14 0.3×	92 1.7×	31 1.1×	20	242

Countries citing papers authored by Dianne Toe

Since Specialization

Citations

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

Fields of papers citing papers by Dianne Toe

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Dianne Toe. 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 Dianne Toe. The network helps show where Dianne Toe may publish in the future.

Co-authorship network of co-authors of Dianne Toe

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

All Works

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20 of 20 papers shown

Toe, Dianne, et al.. (2023). Abandoning a discourse of poverty to develop equitable educational practices through family school partnerships. Educational Review. 77(4). 1027–1045. 3 indexed citations

Toe, Dianne, et al.. (2022). Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates. The Australian journal of teacher education. 47(4). 1–20. 1 indexed citations

Toe, Dianne, et al.. (2021). ‘Parents don’t need to come to school to be engaged:’ teachers use of social media for family engagement. Educational Action Research. 31(2). 306–328. 6 indexed citations

Toe, Dianne, et al.. (2020). Pragmatics in Deaf and Hard of Hearing Children: An Introduction. PEDIATRICS. 146(Supplement_3). S231–S236. 12 indexed citations

Paatsch, Louise & Dianne Toe. (2020). The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms. PEDIATRICS. 146(Supplement_3). S292–S297. 11 indexed citations

Toe, Dianne, et al.. (2020). Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools. The Australian journal of teacher education. 45(2). 104–127. 4 indexed citations

Toe, Dianne, et al.. (2020). The Assessment of Pragmatic Skills in Young Deaf and Hard of Hearing Children. PEDIATRICS. 146(Supplement_3). S284–S291. 12 indexed citations

Toe, Dianne, et al.. (2019). Assessing Pragmatic Skills Using Checklists with Children who are Deaf and Hard of Hearing: A Systematic Review. The Journal of Deaf Studies and Deaf Education. 24(3). 189–200. 7 indexed citations

Toe, Dianne & Louise Paatsch. (2018). Communicative Competence of Oral Deaf Children While Explaining Game Rules. The Journal of Deaf Studies and Deaf Education. 23(4). 369–381. 9 indexed citations

10.

Toe, Dianne, et al.. (2017). School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face. Australasian Journal of Paramedicine. 42(4). 1–18. 5 indexed citations

11.

Paatsch, Louise, et al.. (2015). Teachers’ Aides Working in Secondary School Settings: Preparedness and Professional Learning. Journal of Education and Learning. 4(3). 2 indexed citations

12.

Paatsch, Louise & Dianne Toe. (2013). A Comparison of Pragmatic Abilities of Children Who Are Deaf or Hard of Hearing and Their Hearing Peers. The Journal of Deaf Studies and Deaf Education. 19(1). 1–19. 36 indexed citations

13.

Toe, Dianne & Louise Paatsch. (2013). The conversational skills of school-aged children with cochlear implants. Cochlear Implants International. 14(2). 67–79. 23 indexed citations

14.

Paatsch, Louise, et al.. (2011). The Mathematical and Science Skills of Students who are Deaf or Hard of Hearing Educated in Inclusive Settings. Deafness & Education International. 13(2). 70–88. 15 indexed citations

15.

Toe, Dianne & Louise Paatsch. (2010). The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context. The Journal of Deaf Studies and Deaf Education. 15(3). 228–241. 19 indexed citations

16.

Toe, Dianne, et al.. (2007). The development of pragmatic skills in children who are severely and profoundly deaf. Deafness & Education International. 9(2). 101–117. 13 indexed citations

17.

Toe, Dianne, et al.. (2007). The Development of Pragmatic Skills in Children Who are Severely and Profoundly Deaf. Deafness & Education International. 9(2). 101–117. 16 indexed citations

18.

Toe, Dianne. (1999). Impact of FM Aid Use on the Classroom Behavior of Profoundly Deaf Secondary Students. Seminars in Hearing. 20(3). 223–235.

19.

Toe, Dianne, et al.. (1999). Effect of Output Limiting Levels upon the Speech Perception Skills of Congenitally Hearing Impaired Adolescents. Seminars in Hearing. 20(3). 237–252. 2 indexed citations

20.

Toe, Dianne, et al.. (1998). The Development of Communicative Competence in Adolescents with Cochlear Implants.. 24(1). 27–45. 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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