Juliette Berg

1.4k total citations · 1 hit paper
28 papers, 868 citations indexed

About

Juliette Berg is a scholar working on Education, Safety Research and Clinical Psychology. According to data from OpenAlex, Juliette Berg has authored 28 papers receiving a total of 868 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 11 papers in Safety Research and 9 papers in Clinical Psychology. Recurrent topics in Juliette Berg's work include Early Childhood Education and Development (17 papers), Child and Adolescent Psychosocial and Emotional Development (9 papers) and Poverty, Education, and Child Welfare (6 papers). Juliette Berg is often cited by papers focused on Early Childhood Education and Development (17 papers), Child and Adolescent Psychosocial and Emotional Development (9 papers) and Poverty, Education, and Child Welfare (6 papers). Juliette Berg collaborates with scholars based in United States, Taiwan and Switzerland. Juliette Berg's co-authors include David Osher, Pamela Cantor, Lily Steyer, Dewey G. Cornell, J. Lawrence Aber, Catherine P. Bradshaw, Nicholas S. Ialongo, Celene E. Domitrovich, Elise T. Pas and Kimberly D. Becker and has published in prestigious journals such as Proceedings of the National Academy of Sciences, Journal of Educational Psychology and Development and Psychopathology.

In The Last Decade

Juliette Berg

23 papers receiving 795 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.

Drivers of human development: How relationships and context shape learning and development¹

2018 255 citations David Osher, Pamela Cantor et al. Applied Developmental Science profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Juliette Berg United States	14	523	317	207	189	157	28	868
Marcin Skład Netherlands	7	480 0.9×	356 1.1×	174 0.8×	139 0.7×	110 0.7×	15	745
Jennifer Symonds Ireland	16	449 0.9×	263 0.8×	195 0.9×	141 0.7×	110 0.7×	83	841
Anastasia Vlachou Greece	19	583 1.1×	269 0.8×	248 1.2×	268 1.4×	219 1.4×	47	1.0k
Tashia Abry United States	15	553 1.1×	251 0.8×	151 0.7×	77 0.4×	181 1.2×	23	776
Michelle Bloodworth United States	3	704 1.3×	447 1.4×	270 1.3×	159 0.8×	185 1.2×	4	999
Amity Noltemeyer United States	17	684 1.3×	332 1.0×	305 1.5×	115 0.6×	342 2.2×	53	1.1k
Samuel D. McQuillin United States	17	261 0.5×	314 1.0×	343 1.7×	220 1.2×	108 0.7×	50	813
Ann Lendrum United Kingdom	18	837 1.6×	708 2.2×	222 1.1×	187 1.0×	289 1.8×	42	1.2k
Jace Pillay South Africa	17	335 0.6×	253 0.8×	95 0.5×	223 1.2×	115 0.7×	96	707
Afroditi Kalambouka United Kingdom	13	601 1.1×	376 1.2×	152 0.7×	198 1.0×	184 1.2×	45	850

Countries citing papers authored by Juliette Berg

Since Specialization

Citations

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

Fields of papers citing papers by Juliette Berg

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Juliette Berg

This figure shows the co-authorship network connecting the top 25 collaborators of Juliette Berg. A scholar is included among the top collaborators of Juliette Berg 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 Juliette Berg. Juliette Berg 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

Lillard, Angeline S., et al.. (2025). A national randomized controlled trial of the impact of public Montessori preschool at the end of kindergarten. Proceedings of the National Academy of Sciences. 122(43). e2506130122–e2506130122.

Berg, Juliette, et al.. (2024). A Randomized Controlled Trial of the City Year Whole School Whole Child Model's Tier 2 Services in Five Urban School Districts. Journal of Research on Educational Effectiveness. 18(4). 1025–1056.

Li, Yibing, Kimberly Kendziora, Juliette Berg, Mark T. Greenberg, & Celene E. Domitrovich. (2023). Impact of a schoolwide social and emotional learning implementation model on student outcomes: The importance of social-emotional leadership. Journal of School Psychology. 98. 78–95. 16 indexed citations

Geldhof, G. John, et al.. (2023). Life goal selection pattern and purpose in adolescence: A latent class analysis. Journal of Adolescence. 95(7). 1365–1376.

Geldhof, G. John, et al.. (2022). “Today, I cared about how a classmate felt”: Fluctuations in empathy are linked to daily mood in adolescence. Journal of Applied Developmental Psychology. 79. 101386–101386. 5 indexed citations

Michaelson, Laura, G. John Geldhof, Paul A. Chase, et al.. (2021). Understanding child executive functioning through use of the Bornstein specificity principle. Journal of Applied Developmental Psychology. 73. 101240–101240. 13 indexed citations

Bradshaw, Catherine P., Kathan Shukla, Elise T. Pas, Juliette Berg, & Nicholas S. Ialongo. (2020). Using Complier Average Causal Effect Estimation to Examine Student Outcomes of the PAX Good Behavior Game When Integrated with the PATHS Curriculum. Administration and Policy in Mental Health and Mental Health Services Research. 47(6). 972–986. 8 indexed citations

Cantor, Pamela, et al.. (2018). Malleability, plasticity, and individuality: How children learn and develop in context¹. Applied Developmental Science. 23(4). 307–337. 157 indexed citations

Morris, Pamela, J. Lawrence Aber, Sharon Wolf, & Juliette Berg. (2017). Impacts of Family Rewards on Adolescents’ Mental Health and Problem Behavior: Understanding the Full Range of Effects of a Conditional Cash Transfer Program. Prevention Science. 18(3). 326–336. 14 indexed citations

10.

Berg, Juliette, Catherine P. Bradshaw, Booil Jo, & Nicholas S. Ialongo. (2016). Using Complier Average Causal Effect Estimation to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers. Administration and Policy in Mental Health and Mental Health Services Research. 44(4). 558–571. 20 indexed citations

11.

Domitrovich, Celene E., Catherine P. Bradshaw, Juliette Berg, et al.. (2016). How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program. Prevention Science. 17(3). 325–337. 91 indexed citations

12.

Berg, Juliette & J. Lawrence Aber. (2015). The Direct and Moderating Role of School Interpersonal Climate on Children's Academic Outcomes in the Context of Whole-School, Social-Emotional Learning Programs.. Society for Research on Educational Effectiveness. 2 indexed citations

13.

Berg, Juliette & Dewey G. Cornell. (2015). Authoritative school climate, aggression toward teachers, andteacher distress in middle school.. School Psychology Quarterly. 31(1). 122–139. 85 indexed citations

14.

Pas, Elise T., Catherine P. Bradshaw, Kimberly D. Becker, et al.. (2015). Identifying Patterns of Coaching to Support the Implementation of the Good Behavior Game: The Role of Teacher Characteristics. School Mental Health. 7(1). 61–73. 29 indexed citations

15.

Berg, Juliette & J. Lawrence Aber. (2015). A multilevel view of predictors of children’s perceptions of school interpersonal climate.. Journal of Educational Psychology. 107(4). 1150–1170. 21 indexed citations

16.

Morris, Pamela, et al.. (2012). Using Incentives to Change How Teenagers Spend Their Time: The Effects of New York City's Conditional Cash Transfer Program.. MDRC. 8 indexed citations

17.

Morris, Pamela, J. Lawrence Aber, Sharon Wolf, & Juliette Berg. (2011). Opportunity NYC-Family Rewards: An Embedded Child and Family Study of Conditional Cash Transfers.. Society for Research on Educational Effectiveness.

18.

Berg, Juliette, Pamela Morris, & J. Lawrence Aber. (2011). Two-Year Impacts of Opportunity NYC by Families' Likelihood of Earning Rewards.. Society for Research on Educational Effectiveness. 1 indexed citations

19.

Aber, J. Lawrence, Joshua L. Brown, Stephanie M. Jones, Juliette Berg, & Catalina Torrente. (2011). School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale. Development and Psychopathology. 23(2). 411–421. 30 indexed citations

20.

Godfrey, Erin B., David Osher, Leslie Williams, et al.. (2011). Cross-national measurement of school learning environments: Creating indicators for evaluating UNICEF's Child Friendly Schools Initiative. Children and Youth Services Review. 34(3). 546–557. 33 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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