Nicole Gardner‐Neblett

815 total citations · 1 hit paper
27 papers, 482 citations indexed

About

Nicole Gardner‐Neblett is a scholar working on Education, Developmental and Educational Psychology and Linguistics and Language. According to data from OpenAlex, Nicole Gardner‐Neblett has authored 27 papers receiving a total of 482 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 14 papers in Developmental and Educational Psychology and 5 papers in Linguistics and Language. Recurrent topics in Nicole Gardner‐Neblett's work include Early Childhood Education and Development (16 papers), Reading and Literacy Development (11 papers) and Parental Involvement in Education (7 papers). Nicole Gardner‐Neblett is often cited by papers focused on Early Childhood Education and Development (16 papers), Reading and Literacy Development (11 papers) and Parental Involvement in Education (7 papers). Nicole Gardner‐Neblett collaborates with scholars based in United States and Qatar. Nicole Gardner‐Neblett's co-authors include Iheoma U. Iruka, Kai S. Cortina, Elizabeth P. Pungello, Enrique W. Neblett, Stephanie M. Curenton, Marisha L. Humphries, Steven J. Holochwost, Cathi B. Propper, Vanessa V. Volpe and Jamie DeCoster and has published in prestigious journals such as Child Development, Developmental Psychology and Journal of Marriage and the Family.

In The Last Decade

Nicole Gardner‐Neblett

25 papers receiving 452 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.

Effects of Racism on Child Development: Advancing Antiracist Developmental Science

2022 73 citations Iheoma U. Iruka, Nicole Gardner‐Neblett et al. Maryland Shared Open Access Repository (USMAI Consortium) profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nicole Gardner‐Neblett United States	12	294	143	113	96	45	27	482
Sandra Tang United States	10	273 0.9×	101 0.7×	125 1.1×	97 1.0×	22 0.5×	15	484
Nikki Aikens United States	10	547 1.9×	247 1.7×	133 1.2×	64 0.7×	30 0.7×	36	700
Pamela Cantor United States	8	310 1.1×	98 0.7×	176 1.6×	70 0.7×	68 1.5×	12	523
Lily Steyer United States	4	266 0.9×	83 0.6×	149 1.3×	49 0.5×	58 1.3×	8	427
Allison H. Friedman‐Krauss United States	11	545 1.9×	144 1.0×	258 2.3×	76 0.8×	48 1.1×	21	675
Maria Evangelou United Kingdom	12	420 1.4×	105 0.7×	200 1.8×	87 0.9×	19 0.4×	49	596
Shinyoung Jeon United States	13	244 0.8×	70 0.5×	222 2.0×	67 0.7×	77 1.7×	33	438
Ann S. Epstein United States	13	403 1.4×	94 0.7×	144 1.3×	103 1.1×	34 0.8×	29	573
Laura Sakai United States	16	565 1.9×	94 0.7×	185 1.6×	109 1.1×	47 1.0×	37	704
Kyong‐Ah Kwon United States	16	399 1.4×	94 0.7×	311 2.8×	86 0.9×	127 2.8×	33	653

Countries citing papers authored by Nicole Gardner‐Neblett

Since Specialization

Citations

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

Fields of papers citing papers by Nicole Gardner‐Neblett

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Nicole Gardner‐Neblett. 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 Nicole Gardner‐Neblett. The network helps show where Nicole Gardner‐Neblett may publish in the future.

Co-authorship network of co-authors of Nicole Gardner‐Neblett

This figure shows the co-authorship network connecting the top 25 collaborators of Nicole Gardner‐Neblett. A scholar is included among the top collaborators of Nicole Gardner‐Neblett 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 Nicole Gardner‐Neblett. Nicole Gardner‐Neblett 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

Gardner‐Neblett, Nicole, et al.. (2024). When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement. Early Childhood Research Quarterly. 69. S15–S25. 3 indexed citations

Gardner‐Neblett, Nicole. (2024). Becoming fictional storytellers: African American children's oral narrative development in early elementary school. Child Development. 95(4). 1218–1236. 3 indexed citations

Gardner‐Neblett, Nicole, et al.. (2024). Sharing Stories Versus Explaining Facts: Comparing African American Children's Microstructure Performance Across Fictional Narrative, Informational, and Procedural Discourse. Journal of Speech Language and Hearing Research. 67(11). 4431–4445.

Vallotton, Claire D., et al.. (2023). Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers. The Reading Teacher. 76(4). 459–469.

Gardner‐Neblett, Nicole, et al.. (2023). “Can I Tell You About This…?”: A Qualitative Approach to Understanding Teachers’ Perspectives on Children’s Oral Narrative Skills. Early Childhood Education Journal. 52(3). 537–549. 1 indexed citations

Gardner‐Neblett, Nicole. (2022). What Predicts Oral Narrative Competence Among African American Children? Exploring the Role of Linguistic and Cognitive Skills. Journal of Speech Language and Hearing Research. 65(8). 2931–2947. 3 indexed citations

Gardner‐Neblett, Nicole, et al.. (2022). Do Katie and Connor tell better stories than Aaliyah and Jamaal? Teachers’ perceptions of children's oral narratives as a function of race and narrative quality. Early Childhood Research Quarterly. 62. 115–128. 4 indexed citations

Miller, Alison L., Sara F. Stein, Rebeccah L. Sokol, et al.. (2022). From zero to thrive: A model of cross‐system and cross‐sector relational health to promote early childhood development across the child‐serving ecosystem. Infant Mental Health Journal. 43(4). 624–637. 13 indexed citations

Gardner‐Neblett, Nicole. (2022). How Essential is Teaching Narrative Skills to Young Children? Profiles of Beliefs About Narrative Instruction Among Early Childhood Teachers. Early Childhood Education Journal. 51(3). 531–544. 2 indexed citations

10.

Iruka, Iheoma U., et al.. (2022). Effects of Racism on Child Development: Advancing Antiracist Developmental Science. Maryland Shared Open Access Repository (USMAI Consortium). 4(1). 109–132. 73 indexed citations breakdown →

11.

Gardner‐Neblett, Nicole, Iheoma U. Iruka, & Marisha L. Humphries. (2021). Dismantling the Black–White Achievement Gap Paradigm: Why and How We Need to Focus Instead on Systemic Change. Journal of Education. 203(2). 433–441. 23 indexed citations

12.

Gardner‐Neblett, Nicole, et al.. (2020). The what, how, and who, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices. Journal of Early Childhood Teacher Education. 42(1). 53–75. 12 indexed citations

13.

Gardner‐Neblett, Nicole, et al.. (2020). “At First I Wouldn’t Talk so Much…”: Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators. Early Education and Development. 32(8). 1220–1239. 6 indexed citations

14.

Gardner‐Neblett, Nicole & John Sideris. (2017). Different Tales: The Role of Gender in the Oral Narrative–Reading Link Among African American Children. Child Development. 89(4). 1328–1342. 11 indexed citations

15.

Gardner‐Neblett, Nicole, et al.. (2017). Books and Toddlers in Child Care: Under What Conditions are Children Most Engaged?. Child & Youth Care Forum. 46(4). 473–493. 6 indexed citations

16.

Holochwost, Steven J., Jean‐Louis Gariépy, Cathi B. Propper, et al.. (2016). Sociodemographic risk, parenting, and executive functions in early childhood: The role of ethnicity. Early Childhood Research Quarterly. 36. 537–549. 43 indexed citations

17.

Gardner‐Neblett, Nicole & Iheoma U. Iruka. (2015). Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES.. Developmental Psychology. 51(7). 889–904. 77 indexed citations

18.

Gardner‐Neblett, Nicole, Jamie DeCoster, & Bridget K. Hamre. (2014). Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance. Journal of Applied Developmental Psychology. 35(6). 457–467. 18 indexed citations

19.

Gardner‐Neblett, Nicole, Elizabeth P. Pungello, & Iheoma U. Iruka. (2011). Oral Narrative Skills: Implications for the Reading Development of African American Children. Child Development Perspectives. 6(3). 218–224. 67 indexed citations

20.

Gardner‐Neblett, Nicole & Kai S. Cortina. (2006). Adolescents’ thoughts about parents’ jobs and their importance for adolescents’ future orientation. Journal of Adolescence. 29(5). 795–811. 49 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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