Marcia Gentry

2.6k total citations
88 papers, 1.5k citations indexed

About

Marcia Gentry is a scholar working on Experimental and Cognitive Psychology, Education and Safety Research. According to data from OpenAlex, Marcia Gentry has authored 88 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 58 papers in Experimental and Cognitive Psychology, 46 papers in Education and 32 papers in Safety Research. Recurrent topics in Marcia Gentry's work include Education, Achievement, and Giftedness (52 papers), Youth Development and Social Support (24 papers) and Motivation and Self-Concept in Sports (21 papers). Marcia Gentry is often cited by papers focused on Education, Achievement, and Giftedness (52 papers), Youth Development and Social Support (24 papers) and Motivation and Self-Concept in Sports (21 papers). Marcia Gentry collaborates with scholars based in United States, Ireland and Netherlands. Marcia Gentry's co-authors include Scott J. Peters, Mary G. Rizza, Robert K. Gable, Steven V. Owen, So Yoon Yoon, Jaret Hodges, Yukiko Maeda, Sally M. Reis, Gilman W. Whiting and Matthew T. McBee and has published in prestigious journals such as Journal of Educational Psychology, Educational and Psychological Measurement and Journal of Engineering Education.

In The Last Decade

Marcia Gentry

82 papers receiving 1.3k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Marcia Gentry United States 22 888 780 388 247 194 88 1.5k
Joyce VanTassel‐Baska United States 25 1.4k 1.6× 1.1k 1.5× 315 0.8× 349 1.4× 413 2.1× 143 2.1k
Shun Lau Singapore 16 1.0k 1.2× 811 1.0× 893 2.3× 181 0.7× 413 2.1× 22 2.0k
Amy J. A. Arbreton United States 11 566 0.6× 503 0.6× 436 1.1× 291 1.2× 206 1.1× 16 1.1k
Anna‐Lena Dicke United States 15 687 0.8× 797 1.0× 625 1.6× 185 0.7× 213 1.1× 35 1.3k
Emily Q. Rosenzweig United States 15 443 0.5× 538 0.7× 467 1.2× 186 0.8× 196 1.0× 31 1.0k
Shirley L. Yu United States 15 746 0.8× 629 0.8× 546 1.4× 250 1.0× 471 2.4× 37 1.6k
Frances A. Karnes United States 15 543 0.6× 624 0.8× 246 0.6× 217 0.9× 149 0.8× 182 1.1k
Lisa Linnenbrink‐Garcia United States 8 655 0.7× 596 0.8× 607 1.6× 212 0.9× 366 1.9× 9 1.5k
Thomas P. Hébert United States 20 634 0.7× 539 0.7× 290 0.7× 309 1.3× 139 0.7× 58 1.2k
Akane Zusho United States 14 871 1.0× 591 0.8× 605 1.6× 160 0.6× 454 2.3× 33 1.5k

Countries citing papers authored by Marcia Gentry

Since Specialization
Citations

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

Fields of papers citing papers by Marcia Gentry

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marcia Gentry

This figure shows the co-authorship network connecting the top 25 collaborators of Marcia Gentry. A scholar is included among the top collaborators of Marcia Gentry 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 Marcia Gentry. Marcia Gentry 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.
Renzulli, Joseph S., Marcia Gentry, & Sally M. Reis. (2021). A Time and a Place for Authentic Learning20. Educational leadership. 62(1). 285–293. 6 indexed citations
2.
Gentry, Marcia, et al.. (2021). Total School Cluster Grouping & Differentiation. 4 indexed citations
3.
Hodges, Jaret & Marcia Gentry. (2020). Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status. Journal of Advanced Academics. 32(2). 135–159. 12 indexed citations
4.
Pereira, Nielsen, et al.. (2019). Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument. Learning Environments Research. 22(3). 443–460. 7 indexed citations
5.
Yang, Yang, et al.. (2016). Elementary students’ perceptions of their classroom activities in China: A validation study. Gifted and Talented International. 31(2). 73–87. 1 indexed citations
6.
Gentry, Marcia, et al.. (2015). Understanding adolescent gifted girls with ADHD: motivated and achieving. High Ability Studies. 27(1). 83–109. 21 indexed citations
7.
Gentry, Marcia, et al.. (2015). Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult. Journal of Advanced Academics. 27(1). 39–59. 11 indexed citations
8.
Wu, Jiaxi & Marcia Gentry. (2014). Summer Residential Program Experiences as Perceived by Gifted Din� Youth. 53(2). 66–84. 5 indexed citations
9.
Shaughnessy, Michael F., et al.. (2013). A reflective interview with Marcia Gentry and Scott Peters. Gifted Education International. 31(1). 34–40.
10.
Zentall, Thomas R., et al.. (2013). Creativity and Working Memory in Gifted Students With and Without Characteristics of Attention Deficit Hyperactive Disorder. Gifted Child Quarterly. 57(4). 234–246. 58 indexed citations
11.
Gentry, Marcia, et al.. (2012). Gifted native American students: Underperforming, under‐identified, and overlooked. Psychology in the Schools. 49(7). 631–646. 15 indexed citations
12.
Yang, Yang, et al.. (2012). Gifted Students’ Perceptions of the Regular Classes and Pull-Out Programs in South Korea. Journal of Advanced Academics. 23(3). 270–287. 16 indexed citations
13.
Peters, Scott J. & Marcia Gentry. (2012). Additional Validity Evidence and Across-Group Equivalency of the HOPE Teacher Rating Scale. Gifted Child Quarterly. 57(2). 85–100. 19 indexed citations
14.
Gentry, Marcia & Scott J. Peters. (2009). Effect Sizes in Gifted Education Research. Gifted Child Quarterly. 53(3). 219–222. 7 indexed citations
15.
Matthews, Michael S., Marcia Gentry, D. Betsy McCoach, et al.. (2008). Evaluating the State of a Field: Effect Size Reporting in Gifted Education. The Journal of Experimental Education. 77(1). 55–68. 22 indexed citations
16.
Gentry, Marcia, Scott J. Peters, & Rebecca Mann. (2007). Differences Between General and Talented Students’ Perceptions of Their Career and Technical Education Experiences Compared to Their Traditional High School Experiences. Journal of Advanced Academics. 18(3). 372–401. 7 indexed citations
17.
Gentry, Marcia. (2006). No Child Left Behind: Gifted Children and School Counselors. Professional School Counseling. 10(1). 73–81. 12 indexed citations
18.
Renzulli, Joseph S., Marcia Gentry, & Sally M. Reis. (2003). Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning. 22 indexed citations
19.
Gentry, Marcia, Mary G. Rizza, & Robert K. Gable. (2001). Gifted Students' Perceptions of Their Class Activities: Differences Among Rural, Urban, and Suburban Student Attitudes. Gifted Child Quarterly. 45(2). 115–129. 39 indexed citations
20.
Gentry, Marcia, et al.. (1999). StATS: A model of collaboration to develop science talent among rural students. Roeper Review. 21(4). 316–320. 4 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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