Gregory G. Taylor

560 total citations
16 papers, 388 citations indexed

About

Gregory G. Taylor is a scholar working on Developmental and Educational Psychology, Social Psychology and Clinical Psychology. According to data from OpenAlex, Gregory G. Taylor has authored 16 papers receiving a total of 388 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 4 papers in Social Psychology and 4 papers in Clinical Psychology. Recurrent topics in Gregory G. Taylor's work include Behavioral and Psychological Studies (8 papers), Bullying, Victimization, and Aggression (4 papers) and EFL/ESL Teaching and Learning (3 papers). Gregory G. Taylor is often cited by papers focused on Behavioral and Psychological Studies (8 papers), Bullying, Victimization, and Aggression (4 papers) and EFL/ESL Teaching and Learning (3 papers). Gregory G. Taylor collaborates with scholars based in United States, Australia and Türkiye. Gregory G. Taylor's co-authors include Stephen W. Smith, Ann P. Daunic, Brian R. Barber, Burak Aydın, Li Wei, Cynthia Garvan, Stephen Allnutt, Vernon R. Morris, Robert Bruce and R. H. Nichols and has published in prestigious journals such as Aggression and Violent Behavior, Journal of School Psychology and The Journal of Educational Research.

In The Last Decade

Gregory G. Taylor

14 papers receiving 340 citations

Peers

Gregory G. Taylor

DEP

EDUCA

Kelli R. Paquette United States

Dayuma I. Vargas Lascano Canada

Sue A. Rieg United States

J. Hutchinson United Kingdom

Supra Wimbarti Indonesia

Martin L. Tombari United States

Geraldine V. Oades‐Sese United States

Alejandro A. Lazarte United States

Liz Connors United Kingdom

Xiaosong Gai China

Kelli R. Paquette United States

Gregory G. Taylor

127 ×0.9

DEP

237 ×1.9

EDUCA

58 ×0.5

45 ×0.4

57 ×0.8

Citations per year, relative to Gregory G. Taylor Gregory G. Taylor (= 1×) peers Kelli R. Paquette

Countries citing papers authored by Gregory G. Taylor

Since Specialization

Citations

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

Fields of papers citing papers by Gregory G. Taylor

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gregory G. Taylor. 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 Gregory G. Taylor. The network helps show where Gregory G. Taylor may publish in the future.

Co-authorship network of co-authors of Gregory G. Taylor

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

All Works

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16 of 16 papers shown

Smith, Stephen W., et al.. (2019). Direct verbal aggression in school settings: A review of the literature. Aggression and Violent Behavior. 46. 127–139. 25 indexed citations

Smith, Stephen W., et al.. (2019). Verbal Aggression Among Students With Emotional and Behavioral Disorders: Teacher Perceptions of Harm, Levels of Concern, and Relationship With Certification Status. Journal of Emotional and Behavioral Disorders. 28(4). 209–222. 4 indexed citations

Smith, Stephen W., et al.. (2017). Teacher Reports of Verbal Aggression in School Settings among Students with Emotional and Behavioral Disorders..

Taylor, Gregory G. & Stephen W. Smith. (2017). Teacher Reports of Verbal Aggression in School Settings Among Students With Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders. 27(1). 52–64. 16 indexed citations

Smith, Stephen W., et al.. (2016). Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study. School Psychology Review. 45(1). 73–92. 11 indexed citations

Smith, Stephen W., et al.. (2014). Preventing Risk for Significant Behavior Problems Through a Cognitive-Behavioral Intervention: Effects of the Tools for Getting Along Curriculum at One-Year Follow-Up. The Journal of Primary Prevention. 35(5). 371–387. 23 indexed citations

Bruce, Robert, et al.. (2013). Providing the Nation a Significant High-Test Peroxide Propulsion Test Capability. NASA Technical Reports Server (NASA).

Daunic, Ann P., Stephen W. Smith, Cynthia Garvan, et al.. (2011). Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum. Journal of School Psychology. 50(2). 149–166. 44 indexed citations

Allnutt, Stephen, et al.. (2009). The harassment and stalking of plastic surgeons by their patients in Australasia. ANZ Journal of Surgery. 79(7-8). 533–536. 9 indexed citations

10.

Smith, Stephen W., Ann P. Daunic, & Gregory G. Taylor. (2007). Treatment Fidelity in Applied Educational Research: Expanding the Adoption and Application of Measures to Ensure Evidence-Based Practice. Education and Treatment of Children. 30(4). 121–134. 102 indexed citations

11.

Taylor, Gregory G.. (2005). Perceived Processing Strategies of Students Watching Captioned Video. Foreign Language Annals. 38(3). 422–427. 103 indexed citations

12.

Taylor, Gregory G., et al.. (2004). Influence of gender and academic ability in a computer‐based Spanish reading task. Roeper Review. 27(1). 42–51. 9 indexed citations

13.

Taylor, Gregory G., et al.. (2003). The Impact of a Language Learning Task on Instructional Outcomes in Two Student Populations: High-Ability and Average-Ability Students. 14(4). 205–217. 7 indexed citations

14.

Taylor, Gregory G.. (2002). Teaching Gambits: The Effect of Instruction and Task Variation on the Use of Conversation Strategies by Intermediate Spanish Students. Foreign Language Annals. 35(2). 171–189. 15 indexed citations

15.

Taylor, Gregory G., et al.. (1973). Advance and Concurrent Organizers for Detailed Verbal Passages Used with Elementary School Pupils. The Journal of Educational Research. 66(10). 451–456. 16 indexed citations

16.

Taylor, Gregory G.. (1964). Accidental Hypothermia in the Elderly. BMJ. 2(5423). 1530.2–1530. 4 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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