Melissa K. Driver

593 total citations
21 papers, 392 citations indexed

About

Melissa K. Driver is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Melissa K. Driver has authored 21 papers receiving a total of 392 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 12 papers in Developmental and Educational Psychology and 7 papers in Statistics and Probability. Recurrent topics in Melissa K. Driver's work include Reading and Literacy Development (8 papers), Cognitive and developmental aspects of mathematical skills (7 papers) and Collaborative Teaching and Inclusion (6 papers). Melissa K. Driver is often cited by papers focused on Reading and Literacy Development (8 papers), Cognitive and developmental aspects of mathematical skills (7 papers) and Collaborative Teaching and Inclusion (6 papers). Melissa K. Driver collaborates with scholars based in United States. Melissa K. Driver's co-authors include Sarah R. Powell, Michael J. Kennedy, Anna‐Mária Fall, Greg Roberts, Paige C. Pullen, Shanna E. Hirsch, Stanley C. Trent, Devin M. Kearns, Erica S. Lembke and Jeremy Miciak and has published in prestigious journals such as Journal of Educational Psychology, Computers & Education and Journal of Learning Disabilities.

In The Last Decade

Melissa K. Driver

21 papers receiving 358 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Melissa K. Driver United States 12 283 209 177 40 27 21 392
Anu Kajamies Finland 8 179 0.6× 171 0.8× 50 0.3× 33 0.8× 18 0.7× 17 274
Gregory J. Schraw 5 291 1.0× 328 1.6× 17 0.1× 82 2.0× 24 0.9× 5 462
Camille L. Z. Blachowicz United States 14 365 1.3× 590 2.8× 82 0.5× 22 0.6× 6 0.2× 41 734
Bonnie Grossen United States 9 233 0.8× 172 0.8× 64 0.4× 24 0.6× 3 0.1× 28 348
Seth Leon United States 8 172 0.6× 105 0.5× 43 0.2× 27 0.7× 3 0.1× 33 302
Jan Perney United States 12 487 1.7× 528 2.5× 151 0.9× 33 0.8× 13 0.5× 31 665
Susanna W. Pflaum United States 14 262 0.9× 287 1.4× 64 0.4× 24 0.6× 6 0.2× 34 469
Tanya Kaefer Canada 14 280 1.0× 271 1.3× 43 0.2× 22 0.6× 12 0.4× 27 437
Steven J. Amendum United States 12 350 1.2× 397 1.9× 67 0.4× 11 0.3× 3 0.1× 38 575
Wanda B. Hedrick United States 11 267 0.9× 257 1.2× 48 0.3× 11 0.3× 4 0.1× 26 413

Countries citing papers authored by Melissa K. Driver

Since Specialization
Citations

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

Fields of papers citing papers by Melissa K. Driver

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Melissa K. Driver. 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 Melissa K. Driver. The network helps show where Melissa K. Driver may publish in the future.

Co-authorship network of co-authors of Melissa K. Driver

This figure shows the co-authorship network connecting the top 25 collaborators of Melissa K. Driver. A scholar is included among the top collaborators of Melissa K. Driver 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 Melissa K. Driver. Melissa K. Driver 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.
2.
Driver, Melissa K., et al.. (2022). A Guide to Integrating Mixed-Reality Simulation in Initial and Advanced Special Education Programs. Teaching History A Journal of Methods. 2(1). 48–57. 7 indexed citations
3.
Driver, Melissa K., et al.. (2021). Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities. Learning Disabilities Research and Practice. 36(1). 12–25. 5 indexed citations
4.
Driver, Melissa K., et al.. (2020). Performance Feedback in Teacher Preparation: Improving Preservice Teachers’ Use of High Leverage Practices Through Mixed-Reality Simulation. DigitalCommons - Kennesaw State University (Kennesaw State University). 1 indexed citations
5.
Driver, Melissa K.. (2019). Understanding Equitable Assessment: How Preservice Teachers Make Meaning of DisAbility. Index of Texas Archaeology Open Access Grey Literature from the Lone Star State. 4(1). 3. 3 indexed citations
6.
Driver, Melissa K., et al.. (2018). Using Mixed Reality Simulations to Prepare Preservice Special Educators for Collaboration in Inclusive Settings.. The Journal of Technology and Teacher Education. 26(1). 57–77. 22 indexed citations
7.
McHatton, Patricia Alvarez, et al.. (2018). Innovative Communities: Embedding Special Education Faculty in Science Methods Courses. Teacher education quarterly (Claremont, Calif.). 45(4). 73–92. 1 indexed citations
8.
Hirsch, Shanna E., Robin Parks Ennis, & Melissa K. Driver. (2018). Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics. Beyond Behavior. 27(1). 5–14. 6 indexed citations
9.
Driver, Melissa K., et al.. (2017). Real or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education. Urban Education. 54(7). 891–918. 16 indexed citations
10.
Powell, Sarah R., Melissa K. Driver, Greg Roberts, & Anna‐Mária Fall. (2017). An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation. Learning and Individual Differences. 57. 22–32. 54 indexed citations
11.
Driver, Melissa K. & Sarah R. Powell. (2016). Culturally and Linguistically Responsive Schema Intervention. Learning Disability Quarterly. 40(1). 41–53. 37 indexed citations
12.
Kennedy, Michael J., et al.. (2016). Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load. Teaching of Psychology. 43(2). 153–158. 19 indexed citations
13.
Powell, Sarah R., Devin M. Kearns, & Melissa K. Driver. (2016). Exploring the connection between arithmetic and prealgebraic reasoning at first and second grade.. Journal of Educational Psychology. 108(7). 943–959. 13 indexed citations
14.
Kennedy, Michael J., et al.. (2015). Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement. Exceptional Children. 82(3). 303–320. 39 indexed citations
15.
Driver, Melissa K. & Sarah R. Powell. (2015). Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty. Learning Disabilities Research and Practice. 30(3). 127–134. 16 indexed citations
16.
Driver, Melissa K., et al.. (2014). Using Instructional Technology to Improve Preservice Teachers’ Knowledge of Phonological Awareness. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 37(4). 309–329. 24 indexed citations
17.
Powell, Sarah R. & Melissa K. Driver. (2014). The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty. Learning Disability Quarterly. 38(4). 221–233. 55 indexed citations
18.
Trent, Stanley C., et al.. (2014). Beyond Brown: Empirical Research on Diverse Learners with or At-Risk for Specific Learning Disabilities From 1994–2012. Multiple Voices for Ethnically Diverse Exceptional Learners. 14(2). 12–29. 5 indexed citations
19.
Kennedy, Michael J., et al.. (2013). Improving teacher candidates' knowledge of phonological awareness: A multimedia approach. Computers & Education. 64. 42–51. 34 indexed citations
20.
Powell, Sarah R., et al.. (2013). The Effect of Tutoring With Nonstandard Equations for Students With Mathematics Difficulty. Journal of Learning Disabilities. 48(5). 523–534. 31 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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Breakdown of academic impact, for papers by Anu Kajamies Breakdown of academic impact, for papers by Gregory J. Schraw Breakdown of academic impact, for papers by Camille L. Z. Blachowicz Breakdown of academic impact, for papers by Bonnie Grossen Breakdown of academic impact, for papers by Seth Leon Breakdown of academic impact, for papers by Jan Perney Breakdown of academic impact, for papers by Susanna W. Pflaum Breakdown of academic impact, for papers by Tanya Kaefer Breakdown of academic impact, for papers by Steven J. Amendum Breakdown of academic impact, for papers by Wanda B. Hedrick
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