Megan E. Welsh

1.8k total citations · 2 hit papers
23 papers, 1.1k citations indexed

About

Megan E. Welsh is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Megan E. Welsh has authored 23 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 7 papers in Clinical Psychology and 7 papers in Developmental and Educational Psychology. Recurrent topics in Megan E. Welsh's work include Child and Adolescent Psychosocial and Emotional Development (7 papers), Behavioral and Psychological Studies (7 papers) and Bullying, Victimization, and Aggression (4 papers). Megan E. Welsh is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (7 papers), Behavioral and Psychological Studies (7 papers) and Bullying, Victimization, and Aggression (4 papers). Megan E. Welsh collaborates with scholars based in United States, United Kingdom and New Zealand. Megan E. Welsh's co-authors include Betsy McCoach, Christopher Hulleman, Kenneth E. Barron, Jessica Kay Flake, Sandra M. Chafouleas, T. Chris Riley‐Tillman, Thomas R. Guskey, Michael T. Stevens, Susan M. Brookhart and Lisa F. Smith and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and Psychological Assessment.

In The Last Decade

Megan E. Welsh

23 papers receiving 1.0k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Measuring cost: The forgotten component of expectancy-value theory

2015 360 citations Jessica Kay Flake, Kenneth E. Barron et al. Contemporary Educational Psychology profile →
A Century of Grading Research

2016 228 citations Susan M. Brookhart, Thomas R. Guskey et al. Review of Educational Research profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Megan E. Welsh United States	15	617	324	314	265	237	23	1.1k
Alison C. Koenka United States	13	590 1.0×	454 1.4×	259 0.8×	249 0.9×	125 0.5×	24	1.2k
Jonathan C. Hilpert United States	14	389 0.6×	314 1.0×	566 1.8×	334 1.3×	169 0.7×	41	1.3k
Kati Vasalampi Finland	21	648 1.1×	362 1.1×	359 1.1×	210 0.8×	279 1.2×	46	1.2k
Hanke Korpershoek Netherlands	10	704 1.1×	251 0.8×	239 0.8×	127 0.5×	195 0.8×	48	1.0k
Héfer Bembenutty United States	20	794 1.3×	568 1.8×	519 1.7×	461 1.7×	232 1.0×	76	1.5k
Francisco Peixoto Portugal	17	584 0.9×	189 0.6×	457 1.5×	442 1.7×	224 0.9×	60	1.2k
Arturo Olivárez United States	14	635 1.0×	209 0.6×	285 0.9×	241 0.9×	129 0.5×	38	1.0k
Shaljan Areepattamannil United Arab Emirates	22	821 1.3×	267 0.8×	339 1.1×	300 1.1×	128 0.5×	57	1.3k
Taylor W. Acee United States	15	402 0.7×	268 0.8×	203 0.6×	226 0.9×	87 0.4×	32	943
Lisa Bardach Germany	21	668 1.1×	163 0.5×	498 1.6×	420 1.6×	111 0.5×	61	1.2k

Countries citing papers authored by Megan E. Welsh

Since Specialization

Citations

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

Fields of papers citing papers by Megan E. Welsh

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Megan E. Welsh

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Miller, Faith G., Sandra M. Chafouleas, Megan E. Welsh, T. Chris Riley‐Tillman, & Gregory A. Fabiano. (2018). Examining the stability of social, emotional, and behavioral risk status: Implications for screening frequency.. School Psychology. 34(1). 43–53. 9 indexed citations

Miller, Faith G., Austin H. Johnson, Huihui Yu, et al.. (2018). Methods matter: A multi-trait multi-method analysis of student behavior. Journal of School Psychology. 68. 53–72. 19 indexed citations

Brookhart, Susan M., Thomas R. Guskey, Alex J. Bowers, et al.. (2016). A Century of Grading Research. Review of Educational Research. 86(4). 803–848. 228 indexed citations breakdown →

Welsh, Megan E., D. Betsy McCoach, Faith G. Miller, et al.. (2016). Test order in teacher-rated behavior assessments: Is counterbalancing necessary?. Psychological Assessment. 29(1). 98–109. 9 indexed citations

Johnson, Austin H., Faith G. Miller, Sandra M. Chafouleas, et al.. (2015). Evaluating the technical adequacy of DBR-SIS in tri-annual behavioral screening: A multisite investigation. Journal of School Psychology. 54. 39–57. 13 indexed citations

Flake, Jessica Kay, Kenneth E. Barron, Christopher Hulleman, Betsy McCoach, & Megan E. Welsh. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology. 41. 232–244. 360 indexed citations breakdown →

Briesch, Amy M., Hariharan Swaminathan, Megan E. Welsh, & Sandra M. Chafouleas. (2014). Generalizability theory: A practical guide to study design, implementation, and interpretation. Journal of School Psychology. 52(1). 13–35. 99 indexed citations

Miller, Faith G., Daniel Cohen, Sandra M. Chafouleas, et al.. (2014). A comparison of measures to screen for social, emotional, and behavioral risk.. School Psychology Quarterly. 30(2). 184–196. 53 indexed citations

Welsh, Megan E., et al.. (2014). Conceptualizing Teaching to the Test Under Standards-Based Reform. Applied Measurement in Education. 27(2). 98–114. 13 indexed citations

10.

Chafouleas, Sandra M., Stephen P. Kilgus, Rose Jaffery, et al.. (2013). Direct behavior rating as a school-based behavior screener for elementary and middle grades. Journal of School Psychology. 51(3). 367–385. 53 indexed citations

11.

Kilgus, Stephen P., T. Chris Riley‐Tillman, Sandra M. Chafouleas, Theodore J. Christ, & Megan E. Welsh. (2013). Direct behavior rating as a school-based behavior universal screener: Replication across sites. Journal of School Psychology. 52(1). 63–82. 37 indexed citations

12.

Welsh, Megan E., et al.. (2013). Grading as a Reform Effort: Do Standards‐Based Grades Converge With Test Scores?. Educational Measurement Issues and Practice. 32(2). 26–36. 17 indexed citations

13.

Kilgus, Stephen P., Sandra M. Chafouleas, T. Chris Riley‐Tillman, & Megan E. Welsh. (2012). Direct behavior rating scales as screeners: A preliminary investigation of diagnostic accuracy in elementary school.. School Psychology Quarterly. 27(1). 41–50. 25 indexed citations

14.

McCoach, D. Betsy, et al.. (2012). Assessing the Growth of Gifted Students. Gifted Child Quarterly. 57(1). 56–67. 21 indexed citations

15.

Welsh, Megan E., et al.. (2012). Measuring mathematical resilience: an application of the construct of resilience to the study of mathematics.. Open Research Online (The Open University). 25 indexed citations

16.

Welsh, Megan E.. (2011). Measuring Teacher Effectiveness in Gifted Education. Journal of Advanced Academics. 22(5). 750–770. 8 indexed citations

17.

D’Agostino, Jerome V., Aryn C. Karpinski, & Megan E. Welsh. (2011). A Method to Examine Content Domain Structures. International Journal of Testing. 11(4). 295–307. 5 indexed citations

18.

D’Agostino, Jerome V., et al.. (2008). The Rating and Matching Item-Objective Alignment Methods. Applied Measurement in Education. 21(1). 1–21. 14 indexed citations

19.

D’Agostino, Jerome V., et al.. (2007). Instructional Sensitivity of a State's Standards-Based Assessment. Educational Assessment. 12(1). 1–22. 30 indexed citations

20.

D’Agostino, Jerome V., et al.. (2007). Using a Partitioned Treatment Design to Examine the Effect of Project WET. The Journal of Environmental Education. 38(4). 43–50. 8 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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