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.
Countries citing papers authored by James E. Ysseldyke
Since
Specialization
Citations
This map shows the geographic impact of James E. Ysseldyke'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 James E. Ysseldyke with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites James E. Ysseldyke more than expected).
Fields of papers citing papers by James E. Ysseldyke
This network shows the impact of papers produced by James E. Ysseldyke. 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 James E. Ysseldyke. The network helps show where James E. Ysseldyke may publish in the future.
Co-authorship network of co-authors of James E. Ysseldyke
This figure shows the co-authorship network connecting the top 25 collaborators of James E. Ysseldyke.
A scholar is included among the top collaborators of James E. Ysseldyke 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 James E. Ysseldyke. James E. Ysseldyke 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.
Ysseldyke, James E. & Martha L. Thurlow. (1995). Opportunity to Learn Standards.. Special Services in the Schools. 9(2). 63–78.17 indexed citations
2.
Lange, Cheryl M. & James E. Ysseldyke. (1994). Desired Results of Second Chance Programs.. Special Services in the Schools. 9(2).2 indexed citations
3.
Lange, Cheryl M. & James E. Ysseldyke. (1994). How School Choice Affects Students with Special Needs.. Educational leadership. 52(3). 84–85.2 indexed citations
4.
Nathan, Joe & James E. Ysseldyke. (1994). What Minnesota Has Learned about School Choice. Phi Delta Kappan. 75(9). 682.7 indexed citations
Ysseldyke, James E.. (1993). Educational Outcomes and Indicators for Individuals at the Post-School Level..5 indexed citations
7.
Ysseldyke, James E.. (1991). Classroom and Home Learning Differences between Students Labeled as Educable Mentally Retarded and Their Peers.. Education and training in mental retardation. 26(1). 3–17.4 indexed citations
Weinberg, Richard A. & James E. Ysseldyke. (1984). What Happened at Spring Hill?. School Psychology International. 5(3). 125–130.2 indexed citations
10.
Algozzine, Bob, James E. Ysseldyke, & Sandra L. Christenson. (1983). The Influence of Teachers' Tolerances for Specific Kinds of Behaviors on Their Ratings of a Third Grade Student.. Alberta Journal of Educational Research. 29(2). 89–97.14 indexed citations
Algozzine, Bob & James E. Ysseldyke. (1981). Special education services for normal children: better safe than sorry?. PubMed. 48(3). 239–43.51 indexed citations
16.
Ysseldyke, James E. & John Salvia. (1980). Methodological Considerations in Aptitude-Treatment Interaction Research with Intact Groups.. Diagnostique. 6(1). 3–9.2 indexed citations
Ysseldyke, James E. & Stephen J. Bagnato. (1976). Assessment of Exceptional Students at the Secondary Level: A Pragmatic Perspective. The High School journal.1 indexed citations
20.
Ysseldyke, James E., et al.. (1975). Limitations of Current Psychological Practices for the Intellectual Assessment of the Hearing Impaired: A Response to the Levine Study.. The Volta Review.8 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.