Jennifer Katz

962 total citations
22 papers, 595 citations indexed

About

Jennifer Katz is a scholar working on Education, Safety Research and Clinical Psychology. According to data from OpenAlex, Jennifer Katz has authored 22 papers receiving a total of 595 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 8 papers in Safety Research and 6 papers in Clinical Psychology. Recurrent topics in Jennifer Katz's work include Collaborative Teaching and Inclusion (9 papers), Early Childhood Education and Development (9 papers) and Disability Education and Employment (8 papers). Jennifer Katz is often cited by papers focused on Collaborative Teaching and Inclusion (9 papers), Early Childhood Education and Development (9 papers) and Disability Education and Employment (8 papers). Jennifer Katz collaborates with scholars based in Canada, Spain and United States. Jennifer Katz's co-authors include Pat Mirenda, Laura Sokal, Shelley Hymel, Sterett H. Mercer, Tim Loreman, Sheila Bennett, Jamie L. Metsala, Scott M. Thompson, Jacqueline Specht and Donna McGhie‐Richmond and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Educational Psychologist and School Psychology International.

In The Last Decade

Jennifer Katz

22 papers receiving 520 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jennifer Katz Canada 13 434 207 121 121 95 22 595
Raija Pirttimaa Finland 12 335 0.8× 163 0.8× 132 1.1× 75 0.6× 107 1.1× 45 542
Kristin Powers United States 12 297 0.7× 222 1.1× 152 1.3× 57 0.5× 151 1.6× 24 591
LaRon A. Scott United States 16 401 0.9× 351 1.7× 114 0.9× 81 0.7× 48 0.5× 70 611
Dianne M. Gut United States 11 260 0.6× 92 0.4× 152 1.3× 67 0.6× 76 0.8× 24 428
Marta Sandoval Mena Spain 17 518 1.2× 149 0.7× 110 0.9× 140 1.2× 33 0.3× 56 712
Margaret E. Shippen United States 14 410 0.9× 211 1.0× 143 1.2× 102 0.8× 317 3.3× 49 654
Marietjie Oswald South Africa 11 324 0.7× 161 0.8× 134 1.1× 94 0.8× 66 0.7× 21 463
Cecilia Simón Rueda Spain 18 621 1.4× 110 0.5× 173 1.4× 151 1.2× 61 0.6× 105 864
Janice Fialka United States 5 383 0.9× 233 1.1× 255 2.1× 147 1.2× 73 0.8× 8 630
Patricia M. Noonan United States 10 181 0.4× 217 1.0× 117 1.0× 40 0.3× 60 0.6× 16 392

Countries citing papers authored by Jennifer Katz

Since Specialization
Citations

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

Fields of papers citing papers by Jennifer Katz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jennifer Katz. 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 Jennifer Katz. The network helps show where Jennifer Katz may publish in the future.

Co-authorship network of co-authors of Jennifer Katz

This figure shows the co-authorship network connecting the top 25 collaborators of Jennifer Katz. A scholar is included among the top collaborators of Jennifer Katz 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 Jennifer Katz. Jennifer Katz 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.
Trudel, Lesley Eblie, et al.. (2021). Promising practices for preparing Canadian teachers for inclusive classrooms: analysis through a transformative learning lens. International Journal of Inclusive Education. 27(11). 1191–1206. 5 indexed citations
2.
Katz, Jennifer, et al.. (2020). Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities. Journal of Autism and Developmental Disorders. 50(11). 4069–4084. 13 indexed citations
3.
Katz, Jennifer, Laura Sokal, & Amery D. Wu. (2019). Academic achievement of diverse K-12 students in inclusive three-block model classrooms. International Journal of Inclusive Education. 25(12). 1391–1409. 12 indexed citations
4.
5.
Hymel, Shelley & Jennifer Katz. (2019). Designing Classrooms for Diversity: Fostering Social Inclusion. Educational Psychologist. 54(4). 331–339. 45 indexed citations
6.
Katz, Jennifer & Laura Sokal. (2016). Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices.. 12(2). 36–63. 25 indexed citations
7.
Katz, Jennifer. (2016). 4. EFFECTS OF THE THREE‐BLOCK MODEL OF UDL ON INCLUSIVE TEACHING. Journal of Research in Special Educational Needs. 16(S1). 898–899. 1 indexed citations
8.
9.
Sokal, Laura & Jennifer Katz. (2015). Oh, C anada: bridges and barriers to inclusion in C anadian schools. Support for Learning. 30(1). 42–54. 19 indexed citations
10.
Specht, Jacqueline, Donna McGhie‐Richmond, Tim Loreman, et al.. (2015). Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education. 20(1). 1–15. 104 indexed citations
11.
Katz, Jennifer. (2014). Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education. 19(1). 1–20. 79 indexed citations
12.
Katz, Jennifer, et al.. (2013). The Three-Block Model of Universal Design for Learning Implementation in a High School.. Canadian Journal of Educational Administration and Policy. 24 indexed citations
13.
Katz, Jennifer. (2013). THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION. Canadian Journal of Education / Revue canadienne de l éducation. 36(1). 153–194. 71 indexed citations
14.
Katz, Jennifer, et al.. (2012). Diverse Voices: Middle Years Students’ Insights into Life in Inclusive Classrooms. 22(1). 23 indexed citations
15.
Katz, Jennifer. (2012). Teaching to Diversity: The Three-Block Model of Universal Design for Learning. 41 indexed citations
16.
Porath, Marion, et al.. (2009). Gifted Learners' Epistemological Beliefs. Journal of Talent Development and Excellence. 1(1). 1 indexed citations
17.
Katz, Jennifer. (2008). Teaching to diversity : creating compassionate learning communities for diverse elementary school students. International Journal of Special Education (IJSE). 26(2). 29–41. 12 indexed citations
18.
Katz, Jennifer, et al.. (2002). Instructional Strategies and Educational Outcomes for Students with Developmental Disabilities in Inclusive “Multiple Intelligences” and Typical Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities. 27(4). 227–238. 19 indexed citations
19.
Katz, Jennifer & Pat Mirenda. (2002). INCLUDING STUDENTS WITH DEVELOPMENTAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: EDUCATIONAL BENEFITS. 59 indexed citations
20.
Schneider, Barry H., et al.. (1992). Teacher Acceptance of Psychological Interventions of Varying Theoretical Orientation. School Psychology International. 13(4). 291–305. 9 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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