Elizabeth K. King

444 total citations
20 papers, 265 citations indexed

About

Elizabeth K. King is a scholar working on Education, Clinical Psychology and Social Psychology. According to data from OpenAlex, Elizabeth K. King has authored 20 papers receiving a total of 265 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 10 papers in Clinical Psychology and 4 papers in Social Psychology. Recurrent topics in Elizabeth K. King's work include Early Childhood Education and Development (14 papers), Child and Adolescent Psychosocial and Emotional Development (10 papers) and Parental Involvement in Education (5 papers). Elizabeth K. King is often cited by papers focused on Early Childhood Education and Development (14 papers), Child and Adolescent Psychosocial and Emotional Development (10 papers) and Parental Involvement in Education (5 papers). Elizabeth K. King collaborates with scholars based in United States and Canada. Elizabeth K. King's co-authors include Deborah J. Cassidy, Joanna K. Lower, Victoria L. Kintner-Duffy, Karen M. La Paro, Christine N. Lippard, Esther M. Leerkes, Danielle A. Crosby, Jiayao Li, Jayne C. Lammers and Elisabeth Hayes and has published in prestigious journals such as Early Childhood Research Quarterly, Family Relations and Infant Behavior and Development.

In The Last Decade

Elizabeth K. King

17 papers receiving 252 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Elizabeth K. King United States 9 213 106 57 43 29 20 265
Belinda Harris United Kingdom 13 207 1.0× 108 1.0× 82 1.4× 79 1.8× 38 1.3× 25 323
Carmel Maloney Australia 12 235 1.1× 55 0.5× 53 0.9× 27 0.6× 39 1.3× 21 286
Pirjo‐Liisa Poikonen Finland 10 333 1.6× 96 0.9× 86 1.5× 26 0.6× 52 1.8× 18 385
Paula Jorde Bloom United States 10 270 1.3× 62 0.6× 59 1.0× 18 0.4× 34 1.2× 26 318
Judy Peters Australia 8 223 1.0× 96 0.9× 60 1.1× 47 1.1× 23 0.8× 13 326
Janet Hunter Australia 6 155 0.7× 96 0.9× 49 0.9× 45 1.0× 16 0.6× 10 242
Herman T. Knopf United States 8 227 1.1× 95 0.9× 17 0.3× 22 0.5× 57 2.0× 13 280
Astrid Mairitsch Austria 9 134 0.6× 77 0.7× 59 1.0× 106 2.5× 28 1.0× 18 261
Joacim Ramberg Sweden 9 184 0.9× 80 0.8× 27 0.5× 63 1.5× 26 0.9× 15 297
Christian van Nieuwerburgh United Kingdom 10 110 0.5× 76 0.7× 70 1.2× 102 2.4× 17 0.6× 40 253

Countries citing papers authored by Elizabeth K. King

Since Specialization
Citations

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

Fields of papers citing papers by Elizabeth K. King

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Elizabeth K. King. 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 Elizabeth K. King. The network helps show where Elizabeth K. King may publish in the future.

Co-authorship network of co-authors of Elizabeth K. King

This figure shows the co-authorship network connecting the top 25 collaborators of Elizabeth K. King. A scholar is included among the top collaborators of Elizabeth K. King 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 Elizabeth K. King. Elizabeth K. King 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.
King, Elizabeth K., et al.. (2024). Early Childhood Teachers’ Emotion Validating Language Regarding Negative Emotions: Comparisons by Child Gender. Journal of Research in Childhood Education. 39(3). 472–486. 1 indexed citations
2.
King, Elizabeth K., et al.. (2024). The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children. Early Childhood Research Quarterly. 70. 102–109.
3.
King, Elizabeth K., et al.. (2024). Relationships Among White Parents’ Racial Inequity Beliefs, Gendered Emotion Expectations, and Children’s Social Emotional Competence. Race and Social Problems. 17(1). 55–74. 1 indexed citations
4.
King, Elizabeth K.. (2020). Fostering toddlers’ social emotional competence: considerations of teachers’ emotion language by child gender. Early Child Development and Care. 191(16). 2494–2507. 10 indexed citations
5.
6.
King, Elizabeth K., et al.. (2019). Sharing Experiences Together: Within- and Across-Sector Collaboration among Public Preschool Educators. Early Education and Development. 30(8). 1045–1062. 9 indexed citations
7.
Cassidy, Deborah J., Christine N. Lippard, Elizabeth K. King, & Joanna K. Lower. (2019). Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families. Family Relations. 68(3). 288–297. 7 indexed citations
8.
King, Elizabeth K., et al.. (2018). Diversity, inclusion, equity, and social justice: How antibias content and self-reflection support early childhood preservice teacher consciousness. Journal of Early Childhood Teacher Education. 39(4). 346–363. 20 indexed citations
9.
King, Elizabeth K. & Karen M. La Paro. (2018). Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence. Early Education and Development. 29(8). 989–1003. 14 indexed citations
10.
Paro, Karen M. La, et al.. (2017). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal. 46(4). 365–375. 35 indexed citations
11.
Leerkes, Esther M., et al.. (2016). Preschoolers’ distress and regulatory behaviors vary as a function of infant–mother attachment security. Infant Behavior and Development. 44. 144–147. 8 indexed citations
12.
13.
King, Elizabeth K., et al.. (2016). Classroom quality in infant and toddler classrooms: impact of age and programme type. Early Child Development and Care. 186(11). 1821–1835. 9 indexed citations
14.
King, Elizabeth K., et al.. (2015). Teachers’ Language in Interactions: An Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms. Early Education and Development. 26(2). 245–263. 27 indexed citations
15.
King, Elizabeth K., et al.. (2015). Preschool Teachers’ Financial Well-Being and Work Time Supports: Associations with Children’s Emotional Expressions and Behaviors in Classrooms. Early Childhood Education Journal. 44(6). 545–553. 48 indexed citations
16.
King, Elizabeth K.. (2013). Teachers' expression of mental state talk in Head Start classrooms. NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro). 1 indexed citations
17.
Hayes, Elisabeth, Elizabeth K. King, & Jayne C. Lammers. (2008). The Sims2 and Women’s IT Learning. New Prairie Press (Kansas State University). 5 indexed citations
18.
King, Elizabeth K.. (1998). 1995 and 1997 questionnaires - Nicaragua school autonomy reform. 1. 1 indexed citations
19.
King, Elizabeth K.. (1991). The Omnibus Trade Bill of 1988: Super 301 and its Effects on the Multilateral Trade System under the GATT. University of Pennsylvania journal of international economic law. 12(2). 245. 5 indexed citations
20.
King, Elizabeth K.. (1989). The school library : responding to change. 1 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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