Ellen Peisner‐Feinberg

5.6k total citations · 3 hit papers
56 papers, 4.0k citations indexed

About

Ellen Peisner‐Feinberg is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Ellen Peisner‐Feinberg has authored 56 papers receiving a total of 4.0k indexed citations (citations by other indexed papers that have themselves been cited), including 50 papers in Education, 10 papers in Clinical Psychology and 9 papers in Developmental and Educational Psychology. Recurrent topics in Ellen Peisner‐Feinberg's work include Early Childhood Education and Development (45 papers), Parental Involvement in Education (22 papers) and Education Systems and Policy (13 papers). Ellen Peisner‐Feinberg is often cited by papers focused on Early Childhood Education and Development (45 papers), Parental Involvement in Education (22 papers) and Education Systems and Policy (13 papers). Ellen Peisner‐Feinberg collaborates with scholars based in United States, Qatar and Netherlands. Ellen Peisner‐Feinberg's co-authors include Margaret Burchinal, Carollee Howes, Robert C. Pianta, Noreen Yazejian, Sharon Lynn Kagan, Mary Culkin, Donna Bryant, Richard M. Clifford, Michele D. Poe and Allyssa McCabe and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Ellen Peisner‐Feinberg

50 papers receiving 3.5k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

2001 789 citations Ellen Peisner‐Feinberg, Margaret Burchinal et al. Child Development profile →
Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

2007 640 citations Diane Early, Kelly Maxwell et al. Child Development profile →
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

2002 519 citations Margaret Burchinal, Ellen Peisner‐Feinberg et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ellen Peisner‐Feinberg United States	21	3.4k	1.3k	1.3k	342	233	56	4.0k
Richard M. Clifford United States	26	5.6k 1.6×	1.8k 1.4×	1.7k 1.3×	539 1.6×	328 1.4×	56	6.1k
Virginia Buysse United States	31	2.1k 0.6×	1.1k 0.8×	1.6k 1.2×	412 1.2×	376 1.6×	65	3.2k
Janet A. Welsh United States	27	2.0k 0.6×	1.2k 0.9×	1.3k 1.0×	202 0.6×	317 1.4×	58	3.2k
Christine P. Li‐Grining United States	15	1.8k 0.5×	582 0.4×	1.2k 0.9×	188 0.5×	118 0.5×	29	2.3k
Karen M. La Paro United States	22	2.9k 0.8×	912 0.7×	1.1k 0.8×	202 0.6×	149 0.6×	38	3.2k
Christina Weiland United States	24	2.3k 0.7×	763 0.6×	586 0.5×	190 0.6×	209 0.9×	73	2.7k
Amanda L. Sullivan United States	25	1.4k 0.4×	579 0.4×	848 0.7×	390 1.1×	334 1.4×	105	2.2k
Iheoma U. Iruka United States	22	1.3k 0.4×	444 0.3×	639 0.5×	249 0.7×	119 0.5×	72	1.8k
Sukhdeep Gill United States	17	1.6k 0.5×	577 0.4×	777 0.6×	264 0.8×	241 1.0×	29	2.0k
Jamaal S. Matthews United States	13	1.4k 0.4×	600 0.5×	545 0.4×	226 0.7×	175 0.8×	24	1.9k

Countries citing papers authored by Ellen Peisner‐Feinberg

Since Specialization

Citations

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

Fields of papers citing papers by Ellen Peisner‐Feinberg

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ellen Peisner‐Feinberg. 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 Ellen Peisner‐Feinberg. The network helps show where Ellen Peisner‐Feinberg may publish in the future.

Co-authorship network of co-authors of Ellen Peisner‐Feinberg

This figure shows the co-authorship network connecting the top 25 collaborators of Ellen Peisner‐Feinberg. A scholar is included among the top collaborators of Ellen Peisner‐Feinberg 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 Ellen Peisner‐Feinberg. Ellen Peisner‐Feinberg 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

Burchinal, Margaret, Jade Marcus Jenkins, Drew H. Bailey, et al.. (2025). Why are preschool programs becoming less effective?. Journal of Policy Analysis and Management. 45(1).

Carr, Robert C., Jade Marcus Jenkins, Tyler W. Watts, Ellen Peisner‐Feinberg, & Kenneth A. Dodge. (2024). Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina. Child Development. 95(4). 1200–1217. 2 indexed citations

Little, Michael, Kevin C. Bastian, Lora Cohen‐Vogel, et al.. (2024). Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network. Early Childhood Research Quarterly. 68. 35–44. 3 indexed citations

Watts, Tyler W., Jade Marcus Jenkins, Kenneth A. Dodge, et al.. (2023). Understanding Heterogeneity in the Impact of Public Preschool Programs. Monographs of the Society for Research in Child Development. 88(1). 7–182. 13 indexed citations

Burchinal, Margaret, et al.. (2022). Examining three hypotheses for pre-kindergarten fade-out.. Developmental Psychology. 58(3). 453–469. 24 indexed citations

Carr, Robert C., Ellen Peisner‐Feinberg, Rachel Kaplan, & Irina L. Mokrova. (2021). Effects of North Carolina's pre-kindergarten program at the end of kindergarten: Contributions of school-wide quality. Journal of Applied Developmental Psychology. 76. 101317–101317. 4 indexed citations

Peisner‐Feinberg, Ellen, et al.. (2020). Kindergarten Impacts of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation.. 1 indexed citations

Burchinal, Margaret, et al.. (2020). Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?. Early Childhood Research Quarterly. 55. 35–51. 43 indexed citations

Peisner‐Feinberg, Ellen. (2017). North Carolina Pre-Kindergarten Program Evaluation: Key Findings (2002-2016)..

10.

Peisner‐Feinberg, Ellen, et al.. (2017). Effects of Participation in the North Carolina Pre-Kindergarten Program at the End of Kindergarten: 2015-2016 Statewide Evaluation.. 4 indexed citations

11.

Burchinal, Margaret, Yange Xue, Anamarie Auger, et al.. (2016). II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: METHODS. Monographs of the Society for Research in Child Development. 81(2). 27–45. 44 indexed citations

12.

Xue, Yange, Elizabeth Miller, Anamarie Auger, et al.. (2016). IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN EARLY CARE AND EDUCATION. Monographs of the Society for Research in Child Development. 81(2). 64–74. 10 indexed citations

13.

Burchinal, Margaret, Yange Xue, Anamarie Auger, et al.. (2016). III. TESTING FOR QUALITY THRESHOLDS AND FEATURES IN EARLY CARE AND EDUCATION. Monographs of the Society for Research in Child Development. 81(2). 46–63. 25 indexed citations

14.

Peisner‐Feinberg, Ellen. (2015). Child Care and Its Impact on Young Childrens Development. 5 indexed citations

15.

Peisner‐Feinberg, Ellen, et al.. (2013). Effects of Georgia's Pre-K Program on Children's School Readiness Skills Findings from the 2012-2013 Evaluation Study. 15 indexed citations

16.

Peisner‐Feinberg, Ellen, Jennifer M. Schaaf, & Doré R. LaForett. (2013). Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study. Executive Summary.. 1 indexed citations

17.

Buysse, Virginia, Ellen Peisner‐Feinberg, & Margaret Burchinal. (2012). Recognition & Response: Developing and Evaluating a Model of RTI for Pre-K.. Society for Research on Educational Effectiveness. 1 indexed citations

18.

Early, Diane, Kelly Maxwell, Margaret Burchinal, et al.. (2007). Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs. Child Development. 78(2). 558–580. 640 indexed citations breakdown →

19.

Peisner‐Feinberg, Ellen, Margaret Burchinal, Mary Culkin, et al.. (2001). The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade. Child Development. 72(5). 1534–1553. 789 indexed citations breakdown →

20.

Peisner‐Feinberg, Ellen, et al.. (1997). Relations between Preschool Children's Child-Care Experiences and Concurrent Development: The Cost, Quality, and Outcomes Study.. Merrill-palmer Quarterly. 43(3). 218 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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