Kathy Karns

1.1k total citations
17 papers, 815 citations indexed

About

Kathy Karns is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Kathy Karns has authored 17 papers receiving a total of 815 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 11 papers in Developmental and Educational Psychology and 7 papers in Statistics and Probability. Recurrent topics in Kathy Karns's work include Innovative Teaching and Learning Methods (7 papers), Cognitive and developmental aspects of mathematical skills (7 papers) and Parental Involvement in Education (4 papers). Kathy Karns is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Cognitive and developmental aspects of mathematical skills (7 papers) and Parental Involvement in Education (4 papers). Kathy Karns collaborates with scholars based in United States and United Kingdom. Kathy Karns's co-authors include Douglas Fuchs, Lynn S. Fuchs, Carol L. Hamlett, Norris B. Phillips, Sally Hewlett, Mary Beth Calhoon and Sarah R. Powell and has published in prestigious journals such as American Educational Research Journal, Exceptional Children and School Psychology Review.

In The Last Decade

Kathy Karns

16 papers receiving 651 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kathy Karns United States 11 553 479 219 166 57 17 815
Joseph Dimino United States 17 700 1.3× 714 1.5× 251 1.1× 147 0.9× 25 0.4× 41 1.1k
Stephen Ciullo United States 17 551 1.0× 735 1.5× 205 0.9× 189 1.1× 34 0.6× 43 1.0k
Evelyn S. Johnson United States 16 605 1.1× 775 1.6× 271 1.2× 217 1.3× 29 0.5× 74 1.2k
Carol Lord United States 8 561 1.0× 361 0.8× 178 0.8× 83 0.5× 65 1.1× 15 942
Mary C. Daane 6 743 1.3× 619 1.3× 101 0.5× 56 0.3× 32 0.6× 7 988
Norris B. Phillips United States 10 422 0.8× 381 0.8× 159 0.7× 86 0.5× 17 0.3× 12 593
Erica S. Lembke United States 19 691 1.2× 692 1.4× 316 1.4× 143 0.9× 17 0.3× 72 1.1k
Phyllis K. Mirkin United States 15 826 1.5× 1.3k 2.7× 477 2.2× 266 1.6× 34 0.6× 23 1.5k
David Pugalee United States 15 775 1.4× 266 0.6× 217 1.0× 63 0.4× 51 0.9× 65 945
Hank Fien United States 22 934 1.7× 905 1.9× 747 3.4× 120 0.7× 32 0.6× 81 1.4k

Countries citing papers authored by Kathy Karns

Since Specialization
Citations

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

Fields of papers citing papers by Kathy Karns

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kathy Karns

This figure shows the co-authorship network connecting the top 25 collaborators of Kathy Karns. A scholar is included among the top collaborators of Kathy Karns 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 Kathy Karns. Kathy Karns is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

17 of 17 papers shown
1.
Fuchs, Lynn S., et al.. (2001). Creating a Strong Foundation for Mathematics Learning with Kindergarten Peer-Assisted Learning Strategies. Teaching Exceptional Children. 33(3). 84–87. 1 indexed citations
2.
Fuchs, Lynn S., Douglas Fuchs, & Kathy Karns. (2001). Enhancing Kindergartners' Mathematical Development: Effects of Peer-Assisted Learning Strategies. The Elementary School Journal. 101(5). 495–510. 102 indexed citations
3.
Fuchs, Lynn S., Douglas Fuchs, Kathy Karns, et al.. (2000). Effects of Workgroup Structure and Size on Student Productivity during Collaborative Work on Complex Tasks. The Elementary School Journal. 100(3). 183–212. 51 indexed citations
4.
Fuchs, Lynn S., et al.. (2000). The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments. Applied Measurement in Education. 13(1). 1–34. 22 indexed citations
5.
Fuchs, Lynn S., et al.. (2000). Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources. School Psychology Review. 29(1). 65–85. 152 indexed citations
6.
Fuchs, Lynn S., et al.. (1999). Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving. American Educational Research Journal. 36(3). 609–646. 58 indexed citations
7.
Fuchs, Lynn S., et al.. (1999). Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving. American Educational Research Journal. 36(3). 609–609. 4 indexed citations
8.
Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, & Kathy Karns. (1998). High-Achieving Students' Interactions and Performance on Complex Mathematical Tasks as a Function of Homogeneous and Heterogeneous Pairings. American Educational Research Journal. 35(2). 227–227. 6 indexed citations
9.
Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, & Kathy Karns. (1998). High-Achieving Students’ Interactions and Performance on Complex Mathematical Tasks as a Function of Homogeneous and Heterogeneous Pairings. American Educational Research Journal. 35(2). 227–267. 83 indexed citations
10.
Fuchs, Lynn S., et al.. (1998). Comparisons among Individual and Cooperative Performance Assessments and Other Measures of Mathematics Competence. The Elementary School Journal. 99(1). 23–51. 14 indexed citations
11.
Fuchs, Lynn S., et al.. (1997). Effects of Task-Focused Goals on Low-Achieving Students With and Without Learning Disabilities. American Educational Research Journal. 34(3). 513–543. 62 indexed citations
12.
Fuchs, Lynn S., et al.. (1997). Enhancing Students' Helping Behavior during Peer-Mediated Instruction with Conceptual Mathematical Explanations. The Elementary School Journal. 97(3). 223–249. 153 indexed citations
13.
Fuchs, Lynn S., et al.. (1997). Effects of Task-Focused Goals on Low-Achieving Students with and without Learning Disabilities. American Educational Research Journal. 34(3). 513–513. 3 indexed citations
14.
Fuchs, Lynn S., et al.. (1996). The Relation Between Student Ability and the Quality and Effectiveness of Explanations. American Educational Research Journal. 33(3). 631–664. 33 indexed citations
15.
Fuchs, Lynn S., et al.. (1996). The Relation between Student Ability and the Quality and Effectiveness of Explanations. American Educational Research Journal. 33(3). 631–631. 3 indexed citations
16.
Karns, Kathy. (1995). Curriculum-Based Measurement: Facilitating Individualized Instruction and Accommodating Student Diversity.. 20(2). 16–19.
17.
Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, Norris B. Phillips, & Kathy Karns. (1995). General Educators' Specialized Adaptation for Students with Learning Disabilities. Exceptional Children. 61(5). 440–459. 68 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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