Kate E. Norwalk

655 total citations
27 papers, 460 citations indexed

About

Kate E. Norwalk is a scholar working on Education, Clinical Psychology and Social Psychology. According to data from OpenAlex, Kate E. Norwalk has authored 27 papers receiving a total of 460 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 11 papers in Clinical Psychology and 8 papers in Social Psychology. Recurrent topics in Kate E. Norwalk's work include Bullying, Victimization, and Aggression (7 papers), Child and Adolescent Psychosocial and Emotional Development (7 papers) and Early Childhood Education and Development (7 papers). Kate E. Norwalk is often cited by papers focused on Bullying, Victimization, and Aggression (7 papers), Child and Adolescent Psychosocial and Emotional Development (7 papers) and Early Childhood Education and Development (7 papers). Kate E. Norwalk collaborates with scholars based in United States, Spain and Ecuador. Kate E. Norwalk's co-authors include Jill M. Norvilitis, Michael G. MacLean, Thomas W. Farmer, Helen M. Milojevich, Jill V. Hamm, Margaret A. Sheridan, Molly Dawes, James C. DiPerna, Pui‐Wa Lei and John C. Begeny and has published in prestigious journals such as Development and Psychopathology, Journal of Youth and Adolescence and Early Childhood Research Quarterly.

In The Last Decade

Kate E. Norwalk

26 papers receiving 430 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kate E. Norwalk United States 11 182 176 119 102 94 27 460
Sara A. Whitcomb United States 11 228 1.3× 209 1.2× 166 1.4× 48 0.5× 126 1.3× 29 503
Michael J. Vance United States 5 315 1.7× 213 1.2× 146 1.2× 63 0.6× 89 0.9× 5 492
Daniel Olympia United States 11 317 1.7× 194 1.1× 129 1.1× 58 0.6× 72 0.8× 14 466
Sylvia Voelker Canada 11 193 1.1× 138 0.8× 117 1.0× 106 1.0× 81 0.9× 20 422
Suzanne Woods‐Groves United States 12 185 1.0× 205 1.2× 217 1.8× 31 0.3× 67 0.7× 34 459
Katina M. Lambros United States 11 332 1.8× 142 0.8× 175 1.5× 68 0.7× 50 0.5× 18 478
Marissa Swaim Griggs United States 10 306 1.7× 211 1.2× 149 1.3× 224 2.2× 97 1.0× 13 514
Raymond E. Webster United States 15 173 1.0× 125 0.7× 138 1.2× 54 0.5× 67 0.7× 36 447
Bridget K. Fredstrom United States 11 285 1.6× 227 1.3× 67 0.6× 55 0.5× 273 2.9× 16 543
Ηλίας Κουρκούτας Greece 12 218 1.2× 185 1.1× 73 0.6× 28 0.3× 109 1.2× 46 491

Countries citing papers authored by Kate E. Norwalk

Since Specialization
Citations

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

Fields of papers citing papers by Kate E. Norwalk

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kate E. Norwalk. 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 Kate E. Norwalk. The network helps show where Kate E. Norwalk may publish in the future.

Co-authorship network of co-authors of Kate E. Norwalk

This figure shows the co-authorship network connecting the top 25 collaborators of Kate E. Norwalk. A scholar is included among the top collaborators of Kate E. Norwalk 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 Kate E. Norwalk. Kate E. Norwalk 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.
Dawes, Molly, Angela Starrett, Kate E. Norwalk, Jill V. Hamm, & Thomas W. Farmer. (2023). Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims. Social Development. 32(3). 922–943. 6 indexed citations
2.
3.
Norwalk, Kate E., Helen M. Milojevich, Molly Dawes, Jill V. Hamm, & Thomas W. Farmer. (2021). Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment. Journal of Youth and Adolescence. 50(11). 2123–2135. 2 indexed citations
4.
Widman, Laura, et al.. (2021). Identifying gaps in training on sexual health for caregivers of adolescents in foster care. Vulnerable Children and Youth Studies. 17(2). 119–129. 4 indexed citations
5.
Haskett, Mary E., et al.. (2021). Exploring Variability in Social and Behavioral Adjustment Among Children in Head Start Experiencing Homelessness. Journal of Education for Students Placed at Risk (JESPAR). 26(4). 337–351. 2 indexed citations
6.
Dawes, Molly, et al.. (2021). Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success. Social Psychology of Education. 24(2). 465–488. 4 indexed citations
7.
Norwalk, Kate E., et al.. (2020). Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles. Early Childhood Research Quarterly. 51. 473–482. 6 indexed citations
8.
Norwalk, Kate E., Molly Dawes, Jill V. Hamm, & Thomas W. Farmer. (2020). Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices. Journal of Applied School Psychology. 37(2). 109–126. 3 indexed citations
9.
10.
Dawes, Molly, Thomas W. Farmer, Jill V. Hamm, et al.. (2019). Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention. Journal of Youth and Adolescence. 49(7). 1447–1463. 22 indexed citations
11.
Milojevich, Helen M., Kate E. Norwalk, & Margaret A. Sheridan. (2019). Deprivation and threat, emotion dysregulation, and psychopathology: Concurrent and longitudinal associations. Development and Psychopathology. 31(3). 847–857. 64 indexed citations
12.
Norwalk, Kate E., et al.. (2019). Converging on quality: Examining multiple measures of teaching effectiveness. Journal of School Psychology. 74. 10–28. 22 indexed citations
13.
Haskett, Mary E., et al.. (2019). Peer Assisted Supervision and Support and Providers’ Use of Triple P- Positive Parenting Program. Journal of Child and Family Studies. 28(6). 1664–1672. 3 indexed citations
14.
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Begeny, John C., et al.. (2018). Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention. Journal of Applied School Psychology. 34(4). 316–337. 8 indexed citations
16.
Norwalk, Kate E., et al.. (2016). Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging.. Carolina Digital Repository (University of North Carolina at Chapel Hill). 36(7). 989–1009. 1 indexed citations
17.
Farmer, Thomas W., et al.. (2016). Special Educators as Intervention Specialists. Journal of Emotional and Behavioral Disorders. 24(3). 173–186. 29 indexed citations
18.
Norwalk, Kate E., et al.. (2015). Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization. The Journal of Early Adolescence. 36(7). 989–1009. 42 indexed citations
19.
Norwalk, Kate E., James C. DiPerna, & Pui‐Wa Lei. (2013). Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI). Journal of School Psychology. 52(1). 83–96. 13 indexed citations
20.
Norwalk, Kate E., Beverly J. Vandiver, Angela M. White, & Matt Englar‐Carlson. (2011). Factor structure of the gender role conflict scale in African American and European American men.. Psychology of Men & Masculinity. 12(2). 128–143. 10 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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2026