Michael J. Strambler

1.2k total citations · 1 hit paper
28 papers, 655 citations indexed

About

Michael J. Strambler is a scholar working on Clinical Psychology, Education and General Health Professions. According to data from OpenAlex, Michael J. Strambler has authored 28 papers receiving a total of 655 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Clinical Psychology, 13 papers in Education and 5 papers in General Health Professions. Recurrent topics in Michael J. Strambler's work include Early Childhood Education and Development (10 papers), Child Abuse and Trauma (6 papers) and Parental Involvement in Education (6 papers). Michael J. Strambler is often cited by papers focused on Early Childhood Education and Development (10 papers), Child Abuse and Trauma (6 papers) and Parental Involvement in Education (6 papers). Michael J. Strambler collaborates with scholars based in United States. Michael J. Strambler's co-authors include Clark McKown, Rhona S. Weinstein, Christian M. Connell, Anne Gregory, Jacob Kraemer Tebes, Robey B. Champine, Christina Cipriano, Almut K. Zieher, Samantha L. Matlin and Cheyeon Ha and has published in prestigious journals such as Proceedings of the National Academy of Sciences, SHILAP Revista de lepidopterología and American Psychologist.

In The Last Decade

Michael J. Strambler

24 papers receiving 605 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.

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions

2023 175 citations Christina Cipriano, Michael J. Strambler et al. Child Development profile →

Peers

Michael J. Strambler

EDUCA

SPS

GHP

Ashley M. Mayworm United States

Sigrún Aðalbjarnardóttir Iceland

Jessica Whitley Canada

Lauren Stentiford United Kingdom

Gilberte Schuyten Belgium

Pamela Cantor United States

Janice Y. Chang United States

Kyong‐Ah Kwon United States

Mark S. Aber United States

Jennifer Laird United States

Ashley M. Mayworm United States

Michael J. Strambler

245 ×0.8

EDUCA

348 ×1.1

108 ×0.7

SPS

144 ×1.5

188 ×1.9

GHP

Citations per year, relative to Michael J. Strambler Michael J. Strambler (= 1×) peers Ashley M. Mayworm

Countries citing papers authored by Michael J. Strambler

Since Specialization

Citations

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

Fields of papers citing papers by Michael J. Strambler

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael J. Strambler. 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 Michael J. Strambler. The network helps show where Michael J. Strambler may publish in the future.

Co-authorship network of co-authors of Michael J. Strambler

This figure shows the co-authorship network connecting the top 25 collaborators of Michael J. Strambler. A scholar is included among the top collaborators of Michael J. Strambler 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 Michael J. Strambler. Michael J. Strambler 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

Strambler, Michael J.. (2025). The crossroads of social and emotional learning and critical social justice. SHILAP Revista de lepidopterología. 7. 100175–100175.

Ha, Cheyeon, et al.. (2025). Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12: A Systematic Review and Meta-analysis. Review of Educational Research.

Strambler, Michael J.. (2025). Universalism is not White: Commentary on Sue et al. (2024).. American Psychologist. 80(6). 966–967.

Ross, Stephen L., et al.. (2024). In-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes. Proceedings of the National Academy of Sciences. 121(33). e2407322121–e2407322121. 3 indexed citations

Zieher, Almut K., et al.. (2024). Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning. SHILAP Revista de lepidopterología. 3. 100030–100030. 5 indexed citations

Strambler, Michael J., et al.. (2023). Measuring social and emotional learning implementation in a research-practice partnership. Frontiers in Psychology. 14. 1052877–1052877. 3 indexed citations

Cipriano, Christina, Michael J. Strambler, Lauren H. Naples, et al.. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development. 94(5). 1181–1204. 175 indexed citations breakdown →

Waterman, Clare M., et al.. (2022). Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships. Educational Policy. 37(1). 122–146. 12 indexed citations

Champine, Robey B., et al.. (2022). “What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community Initiative. Journal of Child and Family Studies. 31(2). 459–472. 21 indexed citations

10.

Zieher, Almut K., et al.. (2021). Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic.. School Psychology. 36(5). 388–397. 25 indexed citations

11.

Connell, Christian M. & Michael J. Strambler. (2021). Experiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United States. Child Maltreatment. 26(3). 255–266. 67 indexed citations

12.

Champine, Robey B., Samantha Matlin, Michael J. Strambler, & Jacob Kraemer Tebes. (2018). Trauma-Informed Family Practices: Toward Integrated and Evidence-Based Approaches. Journal of Child and Family Studies. 27(9). 2732–2743. 11 indexed citations

13.

Kaufman, Joy S., Christian M. Connell, Cindy A. Crusto, et al.. (2016). Reflections on a Community Psychology Setting and the Future of the Field. American Journal of Community Psychology. 58(3-4). 348–353. 2 indexed citations

14.

Patel, Sita G., et al.. (2016). The Achievement Gap Among Newcomer Immigrant Adolescents: Life Stressors Hinder Latina/o Academic Success. Journal of Latinos and Education. 15(2). 121–133. 10 indexed citations

15.

Ward, Nadia L., et al.. (2013). <em>Increasing Educational Attainment among Urban Minority Youth: A Model of University, School, and Community Partnerships</em>. The Journal of Negro Education. 82(3). 312–312. 15 indexed citations

16.

Strambler, Michael J. & Clark McKown. (2013). Promoting Student Engagement Through Evidence-Based Action Research With Teachers. Journal of Educational and Psychological Consultation. 23(2). 87–114. 17 indexed citations

17.

Ward, Nadia L., et al.. (2011). Creating a safe space to learn: The significant role of graduate students in fostering educational engagement and aspirations among urban youth.. PubMed. 44(1). 33–36. 1 indexed citations

18.

Strambler, Michael J. & Rhona S. Weinstein. (2010). Psychological disengagement in elementary school among ethnic minority students. Journal of Applied Developmental Psychology. 31(2). 155–165. 28 indexed citations

19.

McKown, Clark & Michael J. Strambler. (2009). Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle Childhood. Child Development. 80(6). 1643–1659. 65 indexed citations

20.

Weinstein, Rhona S., Anne Gregory, & Michael J. Strambler. (2004). Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education.. American Psychologist. 59(6). 511–520. 76 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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