Hope K. Gerde

2.1k total citations
63 papers, 1.4k citations indexed

About

Hope K. Gerde is a scholar working on Education, Developmental and Educational Psychology and Occupational Therapy. According to data from OpenAlex, Hope K. Gerde has authored 63 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 55 papers in Education, 42 papers in Developmental and Educational Psychology and 6 papers in Occupational Therapy. Recurrent topics in Hope K. Gerde's work include Reading and Literacy Development (34 papers), Writing and Handwriting Education (29 papers) and Early Childhood Education and Development (14 papers). Hope K. Gerde is often cited by papers focused on Reading and Literacy Development (34 papers), Writing and Handwriting Education (29 papers) and Early Childhood Education and Development (14 papers). Hope K. Gerde collaborates with scholars based in United States, Cameroon and Canada. Hope K. Gerde's co-authors include Gary E. Bingham, Douglas R. Powell, Barbara A. Wasik, Margaret F. Quinn, Rachel E. Schachter, Karen E. Diamond, Ryan P. Bowles, Lori E. Skibbe, Laura S. Tortorelli and Kyung‐Sook Lee and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Marriage and the Family and Frontiers in Psychology.

In The Last Decade

Hope K. Gerde

61 papers receiving 1.3k citations

Peers

Hope K. Gerde

EDUCA

DEP

LLT

Sharon Walpole United States

Marcia Invernizzi United States

Sonia Q. Cabell United States

Anita S. McGinty United States

Paige C. Pullen United States

Linda H. Mason United States

Gary A. Troia United States

Daisy J. H. Smeets Netherlands

Bruce Saddler United States

Sharon Walpole United States

Hope K. Gerde

929 ×0.7

EDUCA

887 ×0.9

DEP

81 ×0.7

LLT

67 ×0.6

76 ×0.8

Citations per year, relative to Hope K. Gerde Hope K. Gerde (= 1×) peers Sharon Walpole

Countries citing papers authored by Hope K. Gerde

Since Specialization

Citations

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

Fields of papers citing papers by Hope K. Gerde

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Hope K. Gerde

This figure shows the co-authorship network connecting the top 25 collaborators of Hope K. Gerde. A scholar is included among the top collaborators of Hope K. Gerde 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 Hope K. Gerde. Hope K. Gerde 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

Quinn, Margaret F., et al.. (2024). Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment. Reading Research Quarterly. 60(1). 1 indexed citations

Gerde, Hope K., et al.. (2024). Current writing assessment practices of kindergarten through second grade educators. Reading and Writing. 38(1). 95–119. 1 indexed citations

Schachter, Rachel E., et al.. (2024). Understanding the nature of coaching interactions and teacher engagement in an online coaching intervention. Journal of Early Childhood Teacher Education. 45(4). 397–420. 3 indexed citations

Gerde, Hope K., et al.. (2024). Promoting Early Writing Across the School Day. The Reading Teacher. 77(5). 588–600. 3 indexed citations

Gerde, Hope K., et al.. (2024). Nature for All: Utilizing the Universal Design Framework to Incorporate Nature-Based Learning Within an Early Childhood Inclusive Classroom. Teaching Exceptional Children. 57(5). 338–347. 3 indexed citations

Gerde, Hope K. & Gary E. Bingham. (2023). Teachers’ Beliefs and Usage of Video Exemplars and Engagement Features of an Online Professional Learning System for Promoting Early Writing. Technology Knowledge and Learning. 29(3). 1207–1232.

McGowan, Amanda L., Madison C. Chandler, & Hope K. Gerde. (2023). Infusing Physical Activity into Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal. 52(8). 2021–2038. 7 indexed citations

Bingham, Gary E. & Hope K. Gerde. (2023). Early childhood teachers’ writing beliefs and practices. Frontiers in Psychology. 14. 1236652–1236652. 11 indexed citations

Reed, Deborah K., Jing Ma, & Hope K. Gerde. (2023). Resiliency and vulnerability in early grades writing performance during the COVID-19 pandemic. Assessing Writing. 57. 100741–100741. 2 indexed citations

10.

Gerde, Hope K., et al.. (2022). Partnering with Families to Use Screen Time for Supporting Early Language and Literacy. The Reading Teacher. 76(4). 439–450. 6 indexed citations

11.

Bingham, Gary E., et al.. (2022). Examining teachers’ early writing knowledge and practices. Reading and Writing. 35(9). 2201–2227. 16 indexed citations

12.

Gerde, Hope K., et al.. (2021). Siblings and Interventions: How Siblings Influence Development and Why Practitioners Should Consider Including Them in Interventions. Early Childhood Education Journal. 50(8). 1439–1448. 3 indexed citations

13.

McGowan, Amanda L., Hope K. Gerde, Karin A. Pfeiffer, & Matthew B. Pontifex. (2021). Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation. Trends in Neuroscience and Education. 22. 100150–100150. 6 indexed citations

14.

Cabell, Sonia Q., Hope K. Gerde, HyeJin Hwang, et al.. (2021). Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability. Early Education and Development. 33(7). 1198–1221. 23 indexed citations

15.

Skibbe, Lori E., Dorit Aram, & Hope K. Gerde. (2020). Mother-Child Writing Interactions for Young Children with and without Cerebral Palsy. International Journal of Disability Development and Education. 69(5). 1550–1564. 1 indexed citations

16.

Gerde, Hope K.. (2019). Current Practices for Teaching Letter and Letter Sound Knowledge in Preschool Including Strategies for Improving Instruction in these Areas. Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte). 22(2). 2 indexed citations

17.

Gerde, Hope K., et al.. (2019). Head Start Teachers' Beliefs and Reported Practices for Letter Knowledge. Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte). 22(2). 8 indexed citations

18.

Schachter, Rachel E., Hope K. Gerde, & Holly Hatton‐Bowers. (2019). Guidelines for Selecting Professional Development for Early Childhood Teachers. Early Childhood Education Journal. 47(4). 395–408. 71 indexed citations

19.

Gerde, Hope K., Tricia D. Foster, & Lori E. Skibbe. (2014). Beyond the Pencil: Expanding the Occupational Therapists’ Role in Helping Young Children to Develop Writing Skills. SHILAP Revista de lepidopterología. 2(1). 15 indexed citations

20.

Bowles, Ryan P., Jill M. Pentimonti, Hope K. Gerde, & Janelle J. Montroy. (2013). Item Response Analysis of Uppercase and Lowercase Letter Name Knowledge. Journal of Psychoeducational Assessment. 32(2). 146–156. 34 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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