Mary E. Little

667 total citations
36 papers, 409 citations indexed

About

Mary E. Little is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Mary E. Little has authored 36 papers receiving a total of 409 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 15 papers in Developmental and Educational Psychology and 8 papers in Safety Research. Recurrent topics in Mary E. Little's work include Collaborative Teaching and Inclusion (14 papers), Teacher Education and Leadership Studies (14 papers) and Reading and Literacy Development (9 papers). Mary E. Little is often cited by papers focused on Collaborative Teaching and Inclusion (14 papers), Teacher Education and Leadership Studies (14 papers) and Reading and Literacy Development (9 papers). Mary E. Little collaborates with scholars based in United States, Türkiye and Australia. Mary E. Little's co-authors include Annina B. Schmid, James M. Elliott, Mark W. Strudwick, Michel W. Coppieters, Michael D. Coyne, Shanna Hagan–Burke, Deborah C. Simmons, Oi‐Man Kwok, Leslie E. Simmons and Elizabeth Cramer and has published in prestigious journals such as Journal of Orthopaedic Research®, Journal of Learning Disabilities and Exceptional Children.

In The Last Decade

Mary E. Little

32 papers receiving 356 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mary E. Little United States 12 240 138 61 57 56 36 409
Ada W. W. Hong Kong 11 172 0.7× 160 1.2× 6 0.1× 5 0.1× 19 0.3× 35 482
Anja Schiepe-Tiska Germany 10 173 0.7× 67 0.5× 23 0.4× 2 0.0× 9 0.2× 28 301
William J. Pluta United States 5 237 1.0× 158 1.1× 9 0.1× 18 0.3× 3 0.1× 9 336
John W. Collins United States 11 75 0.3× 18 0.1× 8 0.1× 19 0.3× 6 0.1× 42 330
Jacqueline Rodríguez United States 8 176 0.7× 108 0.8× 6 0.1× 5 0.1× 43 0.8× 23 336
Jean Pierre Verhaeghe Belgium 10 268 1.1× 127 0.9× 22 0.4× 28 0.5× 25 482
Luciana Mendonça Alves Brazil 9 77 0.3× 109 0.8× 16 0.3× 8 0.1× 5 0.1× 48 248
Julie Davies United Kingdom 11 196 0.8× 46 0.3× 12 0.2× 30 0.5× 41 344
Andrea D. Beesley United States 8 317 1.3× 152 1.1× 9 0.1× 17 0.3× 20 389
Cara Cahalan United States 7 165 0.7× 71 0.5× 93 1.5× 1 0.0× 35 0.6× 11 324

Countries citing papers authored by Mary E. Little

Since Specialization
Citations

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

Fields of papers citing papers by Mary E. Little

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mary E. Little

This figure shows the co-authorship network connecting the top 25 collaborators of Mary E. Little. A scholar is included among the top collaborators of Mary E. Little 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 Mary E. Little. Mary E. Little 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.
Hahs‐Vaughn, Debbie L., et al.. (2024). Challenges and Adjustments in a Multisite School-Based Randomized Field Trial. American Journal of Evaluation. 46(1). 128–144. 1 indexed citations
2.
Little, Mary E.. (2020). Collaboration and Connections among Middle School Teachers of Mathematics: Enhancing Efficacy through Professional Learning Communities.. 29(1). 7 indexed citations
3.
Little, Mary E., et al.. (2020). Enhancing Teacher Preparation for Inclusive Programming.. 29(2). 1 indexed citations
4.
Little, Mary E., et al.. (2019). Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School-Aged Children with ASD. Education and training in autism and developmental disabilities. 54(3). 237–248. 5 indexed citations
5.
Little, Mary E., et al.. (2017). The Potential of Virtual Environments to Support Soft-Skill Acquisition for Individuals with Autism. The Qualitative Report. 1 indexed citations
6.
Reyes, María Elena, et al.. (2017). Preparing Educators to Teach Effectively in Inclusive Settings.. 26(1). 21–29. 2 indexed citations
7.
Little, Mary E., et al.. (2017). Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities. Exceptionality. 26(2). 81–105. 5 indexed citations
8.
Cramer, Elizabeth, Mary E. Little, & Patricia Alvarez McHatton. (2017). Equity, Equality, and Standardization: Expanding the Conversations. Education and Urban Society. 50(5). 483–501. 21 indexed citations
9.
Cramer, Elizabeth, Mary E. Little, & Patricia Alvarez McHatton. (2014). Demystifying the Data-Based Decision-Making Process. Action in Teacher Education. 36(5-6). 389–400. 2 indexed citations
10.
Simmons, Deborah C., Aaron B. Taylor, Eric L. Oslund, et al.. (2013). Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions. Reading and Writing. 27(3). 451–479. 10 indexed citations
11.
Simmons, Deborah C., Minjung Kim, Oi‐Man Kwok, et al.. (2013). Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention. Journal of Learning Disabilities. 48(3). 255–270. 7 indexed citations
12.
Coyne, Michael D., Mary E. Little, Deborah C. Simmons, et al.. (2013). Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context. Journal of Research on Educational Effectiveness. 6(1). 1–23. 40 indexed citations
13.
Schmid, Annina B., James M. Elliott, Mark W. Strudwick, Mary E. Little, & Michel W. Coppieters. (2012). Effect of splinting and exercise on intraneural edema of the median nerve in carpal tunnel syndrome—an MRI study to reveal therapeutic mechanisms. Journal of Orthopaedic Research®. 30(8). 1343–1350. 73 indexed citations
14.
Little, Mary E.. (2011). Action Research and Response to Intervention: Bridging the Discourse Divide. The Educational Forum. 76(1). 69–80. 7 indexed citations
15.
Little, Mary E. & Lisa Dieker. (2009). Coteaching: Two Are Better than One.. Principal leadership. 9(8). 42–46. 2 indexed citations
16.
Little, Mary E.. (2009). Teaching Mathematics: Issues and Solutions.. 6(1). 13 indexed citations
17.
Little, Mary E. & Laura King. (2007). Using On-Line Modules for Professional Development in Action Research: Analysis of Beta Testing Results. Journal of International Crisis and Risk Communication Research. 6(2). 87–99. 1 indexed citations
18.
Little, Mary E., et al.. (2003). Research Into Practice Through Professional Development. Remedial and Special Education. 24(2). 75–87. 31 indexed citations
19.
Little, Mary E.. (2003). Successfully Teaching Mathematics: Planning Is the Key. The Educational Forum. 67(3). 276–282. 9 indexed citations
20.
Little, Mary E. & Patricia Crawford. (2002). Collaboration Among Educators for True Innovative Programming. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 25(3). 320–324. 3 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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