Leanne R. Ketterlin–Geller

1.2k total citations
47 papers, 698 citations indexed

About

Leanne R. Ketterlin–Geller is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Leanne R. Ketterlin–Geller has authored 47 papers receiving a total of 698 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 17 papers in Statistics and Probability and 15 papers in Developmental and Educational Psychology. Recurrent topics in Leanne R. Ketterlin–Geller's work include Cognitive and developmental aspects of mathematical skills (17 papers), Disability Education and Employment (10 papers) and Mathematics Education and Teaching Techniques (9 papers). Leanne R. Ketterlin–Geller is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (17 papers), Disability Education and Employment (10 papers) and Mathematics Education and Teaching Techniques (9 papers). Leanne R. Ketterlin–Geller collaborates with scholars based in United States. Leanne R. Ketterlin–Geller's co-authors include David J. Chard, Scott Baker, Christian T. Doabler, Gerald Tindal, Paul Yovanoff, Hank Fien, Christopher Johnstone, Julie Alonzo, Lindy Crawford and Deni Basaraba and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Technology Research and Development and Exceptional Children.

In The Last Decade

Leanne R. Ketterlin–Geller

40 papers receiving 580 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Leanne R. Ketterlin–Geller United States 14 424 345 206 152 65 47 698
Stephen Ciullo United States 17 551 1.3× 735 2.1× 189 0.9× 205 1.3× 100 1.5× 43 1.0k
Mary Beth Calhoon United States 13 389 0.9× 454 1.3× 94 0.5× 204 1.3× 40 0.6× 27 621
Meenakshi Gajria United States 10 317 0.7× 425 1.2× 95 0.5× 120 0.8× 66 1.0× 13 593
Rajiv Satsangi United States 13 321 0.8× 338 1.0× 143 0.7× 350 2.3× 155 2.4× 32 636
Kathy Karns United States 11 553 1.3× 479 1.4× 166 0.8× 219 1.4× 21 0.3× 17 815
Min Wook Ok United States 15 411 1.0× 208 0.6× 212 1.0× 100 0.7× 73 1.1× 33 688
Paula Maccini United States 15 584 1.4× 466 1.4× 184 0.9× 552 3.6× 78 1.2× 34 886
Michael F. Hock United States 12 340 0.8× 381 1.1× 114 0.6× 118 0.8× 37 0.6× 25 597
Shawnee Wakeman United States 11 335 0.8× 392 1.1× 368 1.8× 102 0.7× 135 2.1× 29 765
Meaghan Edmonds United States 8 410 1.0× 613 1.8× 80 0.4× 197 1.3× 56 0.9× 10 729

Countries citing papers authored by Leanne R. Ketterlin–Geller

Since Specialization
Citations

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

Fields of papers citing papers by Leanne R. Ketterlin–Geller

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Leanne R. Ketterlin–Geller. 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 Leanne R. Ketterlin–Geller. The network helps show where Leanne R. Ketterlin–Geller may publish in the future.

Co-authorship network of co-authors of Leanne R. Ketterlin–Geller

This figure shows the co-authorship network connecting the top 25 collaborators of Leanne R. Ketterlin–Geller. A scholar is included among the top collaborators of Leanne R. Ketterlin–Geller 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 Leanne R. Ketterlin–Geller. Leanne R. Ketterlin–Geller 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.
Ketterlin–Geller, Leanne R., et al.. (2024). Enhancing middle school students’ computational thinking competency through game-based learning. Educational Technology Research and Development. 72(6). 3391–3419.
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Ketterlin–Geller, Leanne R., et al.. (2022). Developing progress monitoring measures: Parallel test construction from the item-up. Frontiers in Education. 7.
5.
Powell, Sarah R., et al.. (2021). A Systematic Review of Mathematics Interventions for Middle–School Students Experiencing Mathematics Difficulty. Learning Disabilities Research and Practice. 36(4). 295–329. 11 indexed citations
6.
Ketterlin–Geller, Leanne R., et al.. (2020). Empirical recovery of learning progressions through the lens of educators. The Journal of Mathematical Behavior. 60. 100805–100805. 3 indexed citations
7.
Ketterlin–Geller, Leanne R., et al.. (2019). Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments. Measurement Interdisciplinary Research and Perspectives. 17(1). 1–22. 9 indexed citations
8.
Ketterlin–Geller, Leanne R., et al.. (2019). Integrating Validation Arguments With the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation. Applied Measurement in Education. 32(1). 60–76. 1 indexed citations
9.
Ketterlin–Geller, Leanne R., et al.. (2018). Developing and Refining Usable, Accessible, and Culturally Relevant Materials to Maximize Parent-Child Interactions in Mathematics. SHILAP Revista de lepidopterología. 5(3). 82–105. 1 indexed citations
10.
Ketterlin–Geller, Leanne R., et al.. (2016). Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment. International Journal of Education in Mathematics Science and Technology. 4(3). 163–163. 17 indexed citations
11.
Ketterlin–Geller, Leanne R., et al.. (2014). Administrators as Advocates for Teacher Collaboration. Intervention in School and Clinic. 51(1). 51–57. 17 indexed citations
12.
Ketterlin–Geller, Leanne R. & Lindy Crawford. (2014). Screening to Assign Accommodations: Using Data to Make Decisions. 20(2). 1 indexed citations
13.
Basaraba, Deni, et al.. (2013). Exploring the Utility of Student-Think Alouds for Providing Insights into Students' Metacognitive and Problem-Solving Processes during Assessment Development.. Society for Research on Educational Effectiveness. 1 indexed citations
14.
Chard, David J., et al.. (2009). Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence. Exceptional Children. 75(3). 263–281. 124 indexed citations
15.
Ketterlin–Geller, Leanne R.. (2008). Testing Students with Special Needs: A Model for Understanding the Interaction Between Assessment and Student Characteristics in a Universally Designed Environment. Educational Measurement Issues and Practice. 27(3). 3–16. 25 indexed citations
16.
Ketterlin–Geller, Leanne R., et al.. (2007). From Arithmetic to Algebra.. Educational leadership. 65(3). 66–71. 12 indexed citations
17.
Ketterlin–Geller, Leanne R. & Gerald Tindal. (2007). Embedded Technology: Current and Future Practices for Increasing Accessibility for All Students. Journal of Special Education Technology. 22(4). 1–15. 7 indexed citations
18.
Ketterlin–Geller, Leanne R. & Christopher Johnstone. (2006). Accommodations and Universal Design: Supporting Access to Assessments in Higher Education.. The Journal of Postsecondary Education and Disability. 19(2). 163–172. 21 indexed citations
19.
Ketterlin–Geller, Leanne R., et al.. (2006). Using a Concept Maze to Assess Student Understanding of Secondary-Level Content. Assessment for Effective Intervention. 31(2). 39–50. 8 indexed citations
20.
Ketterlin–Geller, Leanne R., Julie Alonzo, & Gerald Tindal. (2004). Use of Focus Groups to Inform the Construction of a Universally Designed Mathematics Test. Technical Report # 29.. 1 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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