Mary McCaslin

1.4k total citations
34 papers, 922 citations indexed

About

Mary McCaslin is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Mary McCaslin has authored 34 papers receiving a total of 922 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Mary McCaslin's work include Teacher Education and Leadership Studies (10 papers), Parental Involvement in Education (9 papers) and School Choice and Performance (6 papers). Mary McCaslin is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Parental Involvement in Education (9 papers) and School Choice and Performance (6 papers). Mary McCaslin collaborates with scholars based in United States and United Kingdom. Mary McCaslin's co-authors include Thomas L. Good, Jere Brophy, Daniel T. Hickey, Jizhi Zhang and Barbara Brown and has published in prestigious journals such as Educational Researcher, Educational Psychologist and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Mary McCaslin

33 papers receiving 750 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mary McCaslin United States	18	691	391	154	84	82	34	922
Irene T. Ho Hong Kong	10	599 0.9×	313 0.8×	190 1.2×	132 1.6×	58 0.7×	11	807
Patrick P. McCabe United States	11	402 0.6×	208 0.5×	99 0.6×	108 1.3×	49 0.6×	29	608
Yuriy V. Karpov United States	8	464 0.7×	413 1.1×	69 0.4×	54 0.6×	100 1.2×	16	863
Clarence Ng Australia	15	507 0.7×	341 0.9×	114 0.7×	141 1.7×	52 0.6×	57	775
Dionne Cross Francis United States	16	972 1.4×	335 0.9×	267 1.7×	133 1.6×	126 1.5×	50	1.2k
Michele Gregoire Gill United States	10	680 1.0×	277 0.7×	110 0.7×	77 0.9×	158 1.9×	20	901
Sharon Nelson‐Le Gall United States	11	528 0.8×	403 1.0×	217 1.4×	144 1.7×	101 1.2×	19	859
Anna Südkamp Germany	11	751 1.1×	320 0.8×	222 1.4×	285 3.4×	113 1.4×	18	1.0k
Michael Filsecker Germany	5	431 0.6×	302 0.8×	151 1.0×	89 1.1×	100 1.2×	9	759
Catherine M. Brighton United States	11	736 1.1×	217 0.6×	86 0.6×	167 2.0×	80 1.0×	28	964

Countries citing papers authored by Mary McCaslin

Since Specialization

Citations

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

Fields of papers citing papers by Mary McCaslin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mary McCaslin

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

All Works

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20 of 20 papers shown

McCaslin, Mary, et al.. (2014). Teacher support and students' self-regulated learning: Co-regulation and classroom management. 322–343. 1 indexed citations

McCaslin, Mary, et al.. (2011). Research on Individual Differences within a Sociocultural Perspective: Co-regulation and Adaptive Learning. Teachers College Record The Voice of Scholarship in Education. 113(2). 325–349. 34 indexed citations

McCaslin, Mary. (2009). Co-Regulation of Student Motivation and Emergent Identity. Educational Psychologist. 44(2). 137–146. 150 indexed citations

Good, Thomas L., et al.. (2008). Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year. Teachers College Record The Voice of Scholarship in Education. 110(11). 2361–2388. 12 indexed citations

McCaslin, Mary, et al.. (2008). Student Motivational Dynamics. Teachers College Record The Voice of Scholarship in Education. 110(11). 2452–2463. 9 indexed citations

McCaslin, Mary, et al.. (2008). Student Perceptions of Teacher Support. Teachers College Record The Voice of Scholarship in Education. 110(11). 2423–2437. 4 indexed citations

McCaslin, Mary, et al.. (2008). Student Perceptions of Small-Group Learning. Teachers College Record The Voice of Scholarship in Education. 110(11). 2438–2451. 4 indexed citations

McCaslin, Mary, et al.. (2008). Teacher Support of Student Autonomy in Comprehensive School Reform Classrooms. Teachers College Record The Voice of Scholarship in Education. 110(11). 2389–2407. 21 indexed citations

McCaslin, Mary & Thomas L. Good. (2008). School Reform Matters. Teachers College Record The Voice of Scholarship in Education. 110(11). 2317–2318. 2 indexed citations

10.

Good, Thomas L. & Mary McCaslin. (2008). What We Learned about Research on School Reform: Considerations for Practice and Policy. Teachers College Record The Voice of Scholarship in Education. 110(11). 2475–2495. 9 indexed citations

11.

McCaslin, Mary. (2008). Learning Motivation: The Role of Opportunity. Teachers College Record The Voice of Scholarship in Education. 110(11). 2408–2422. 5 indexed citations

12.

Good, Thomas L., et al.. (2006). Grouping for Instruction in Mathematics: A Call for Programmatic Research on Small-Group Processes. 165–196. 22 indexed citations

13.

McCaslin, Mary, et al.. (2006). Comprehensive School Reform: An Observational Study of Teaching in Grades 3 through 5. The Elementary School Journal. 106(4). 313–331. 23 indexed citations

14.

McCaslin, Mary. (2006). Student Motivational Dynamics in the Era of School Reform. The Elementary School Journal. 106(5). 479–490. 18 indexed citations

15.

Good, Thomas L., et al.. (2005). Comprehensive School Reform: A Longitudinal Study of School Improvement in One State. Teachers College Record The Voice of Scholarship in Education. 107(10). 2205–2226. 1 indexed citations

16.

McCaslin, Mary, et al.. (2005). Change and Continuity in Student Achievement from Grades 3 to 5: A Policy Dilemma. Education Policy Analysis Archives. 13. 1–1. 24 indexed citations

17.

McCaslin, Mary & Thomas L. Good. (1998). Moving beyond Management as Sheer Compliance: Helping Students to Develop Goal Coordination Strategies.. Educational Horizons. 76(4). 14 indexed citations

18.

McCaslin, Mary & Thomas L. Good. (1996). Listening in Classrooms. Medical Entomology and Zoology. 25 indexed citations

19.

McCaslin, Mary, et al.. (1992). Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform. Educational Researcher. 21(3). 4–17. 132 indexed citations

20.

Brophy, Jere & Mary McCaslin. (1992). Teachers' Reports of How They Perceive and Cope with Problem Students. The Elementary School Journal. 93(1). 3–68. 121 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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