Douglas Marston

2.1k total citations
31 papers, 1.5k citations indexed

About

Douglas Marston is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Douglas Marston has authored 31 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Developmental and Educational Psychology, 15 papers in Education and 7 papers in Clinical Psychology. Recurrent topics in Douglas Marston's work include Educational and Psychological Assessments (8 papers), Behavioral and Psychological Studies (8 papers) and Reading and Literacy Development (7 papers). Douglas Marston is often cited by papers focused on Educational and Psychological Assessments (8 papers), Behavioral and Psychological Studies (8 papers) and Reading and Literacy Development (7 papers). Douglas Marston collaborates with scholars based in United States, South Korea and France. Douglas Marston's co-authors include Stanley L. Deno, Lynn S. Fuchs, Phyllis K. Mirkin, Jongho Shin, Gerald Tindal, James E. Ysseldyke, Dongil Kim, D. C. Rogers, Mitchell L. Yell and Ann Casey and has published in prestigious journals such as Journal of Learning Disabilities, Exceptional Children and School Psychology Review.

In The Last Decade

Douglas Marston

31 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Douglas Marston United States 18 1.2k 847 452 258 163 31 1.5k
Phyllis K. Mirkin United States 15 1.3k 1.1× 826 1.0× 477 1.1× 266 1.0× 119 0.7× 23 1.5k
Pamela M. Stecker United States 20 1.2k 1.0× 984 1.2× 516 1.1× 300 1.2× 263 1.6× 40 1.7k
Edwin S. Ellis United States 17 601 0.5× 571 0.7× 176 0.4× 215 0.8× 122 0.7× 41 1.0k
Evelyn S. Johnson United States 16 775 0.7× 605 0.7× 271 0.6× 217 0.8× 165 1.0× 74 1.2k
Cynthia C. Griffin United States 22 644 0.5× 924 1.1× 480 1.1× 228 0.9× 104 0.6× 47 1.3k
Michelle K. Hosp United States 11 1.4k 1.2× 900 1.1× 538 1.2× 89 0.3× 85 0.5× 21 1.6k
Craig Darch United States 17 535 0.4× 494 0.6× 191 0.4× 123 0.5× 105 0.6× 43 851
Anna‐Mária Fall United States 20 590 0.5× 705 0.8× 266 0.6× 172 0.7× 121 0.7× 54 1.1k
Janet W. Lerner United States 13 533 0.4× 468 0.6× 144 0.3× 146 0.6× 144 0.9× 35 929
Gordon R. Alley United States 17 560 0.5× 401 0.5× 197 0.4× 254 1.0× 103 0.6× 54 871

Countries citing papers authored by Douglas Marston

Since Specialization
Citations

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

Fields of papers citing papers by Douglas Marston

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Douglas Marston

This figure shows the co-authorship network connecting the top 25 collaborators of Douglas Marston. A scholar is included among the top collaborators of Douglas Marston 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 Douglas Marston. Douglas Marston 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.
Marston, Douglas. (2005). Tiers of Intervention in Responsiveness to Intervention. Journal of Learning Disabilities. 38(6). 539–544. 63 indexed citations
2.
Deno, Stanley L., Lynn S. Fuchs, Douglas Marston, & Jongho Shin. (2001). Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities. School Psychology Review. 30(4). 507–524. 264 indexed citations
3.
Shin, Jongho, et al.. (2000). Predicting Classroom Achievement From Active Responding on a Computer-Based Groupware System. Remedial and Special Education. 21(1). 53–60. 15 indexed citations
4.
Tindal, Gerald & Douglas Marston. (1996). Technical Adequacy of Alternative Reading Measures as Performance Assessments. Exceptionality. 6(4). 201–230. 19 indexed citations
5.
Marston, Douglas. (1996). A Comparison of Inclusion Only, Pull-Out Only, and Combined Service Models for Students with Mild Disabilities. The Journal of Special Education. 30(2). 121–132. 62 indexed citations
6.
Marston, Douglas, et al.. (1995). Comparison of Reading Intervention Approaches for Students with Mild Disabilities. Exceptional Children. 62(1). 20–37. 54 indexed citations
7.
Marston, Douglas & David Heistad. (1994). Assessing Collaborative Inclusion as an Effective Model for the Delivery of Special Education Services. Diagnostique. 19(4). 51–67. 5 indexed citations
8.
Marston, Douglas, et al.. (1992). Monitoring Pupil Progress in Reading. Preventing School Failure Alternative Education for Children and Youth. 36(2). 21–25. 13 indexed citations
9.
Tindal, Gerald & Douglas Marston. (1990). Classroom Based Assessment: Evaluating Instructional Outcomes. 65 indexed citations
10.
Skiba, Russell J., Stanley L. Deno, Douglas Marston, & Ann Casey. (1989). Influence Of Trend Estimation And Subject Familiarity On Practitioners' Judgments Of Intervention Effectiveness. The Journal of Special Education. 22(4). 433–446. 24 indexed citations
11.
Marston, Douglas. (1988). Measuring Progress on IEPs: A Comparison of Graphing Approaches. Exceptional Children. 55(1). 38–44. 13 indexed citations
12.
Casey, Ann, et al.. (1988). Experimental Teaching. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 11(3). 123–131. 16 indexed citations
13.
Marston, Douglas, et al.. (1987). Categorical Special Education Teacher Certification: Does it Affect Instruction of Mildly Handicapped Pupils?. Remedial and Special Education. 8(5). 13–18. 10 indexed citations
14.
Marston, Douglas, Lynn S. Fuchs, & Stanley L. Deno. (1986). Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures. Diagnostique. 11(2). 77–90. 47 indexed citations
15.
Skiba, Russell J., Stanley L. Deno, Douglas Marston, & Caren Wesson. (1986). Characteristics of Time-Series Data Collected Through Curriculum-Based Reading Measurement. Diagnostique. 12(1). 3–15. 12 indexed citations
16.
Deno, Stanley L., Douglas Marston, & Gerald Tindal. (1986). Direct and Frequent Curriculum-Based Measurement: An Alternative for Educational Decision Making. Special Services in the Schools. 2(2-3). 5–27. 32 indexed citations
17.
Marston, Douglas. (1982). The technical adequacy of direct, repeated measurement of academic skills in low achieving elementary students. UMI Dissertation Services eBooks. 7 indexed citations
18.
Ysseldyke, James E. & Douglas Marston. (1982). Gathering Decision Making Information Through the Use of Non-Test-Based Methods. Measurement and Evaluation in Guidance. 15(1). 58–69. 5 indexed citations
19.
Ysseldyke, James E. & Douglas Marston. (1982). A Critical Analysis of Standardized Reading Tests. School Psychology Review. 11(3). 257–266. 4 indexed citations
20.
Shinn, Mark R., Douglas Marston, & James E. Ysseldyke. (1980). Review of Woodcock-Johnson Psycho-Educational Battery. School Psychology International. 1(4). 20–22. 7 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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