Shernaz B. García

1.6k total citations
38 papers, 940 citations indexed

About

Shernaz B. García is a scholar working on Education, Safety Research and Linguistics and Language. According to data from OpenAlex, Shernaz B. García has authored 38 papers receiving a total of 940 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 10 papers in Safety Research and 9 papers in Linguistics and Language. Recurrent topics in Shernaz B. García's work include Collaborative Teaching and Inclusion (16 papers), Disability Education and Employment (10 papers) and Teacher Education and Leadership Studies (9 papers). Shernaz B. García is often cited by papers focused on Collaborative Teaching and Inclusion (16 papers), Disability Education and Employment (10 papers) and Teacher Education and Leadership Studies (9 papers). Shernaz B. García collaborates with scholars based in United States, Taiwan and Hong Kong. Shernaz B. García's co-authors include Alba A. Ortiz, Patricia L. Guerra, Szu‐Yin Chu, Audrey Davis McCray, Kim Fong Poon‐McBrayer, Phyllis Robertson, Laura McFarland, Cheryl Y. Wilkinson, Audrey M. Sorrells and James L. Schaller and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Journal of Learning Disabilities.

In The Last Decade

Shernaz B. García

36 papers receiving 756 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Shernaz B. García United States 16 696 199 189 187 179 38 940
Curt Dudley‐Marling United States 16 595 0.9× 182 0.9× 264 1.4× 81 0.4× 152 0.8× 64 871
Yolanda N. Padrón United States 15 530 0.8× 85 0.4× 166 0.9× 190 1.0× 100 0.6× 45 890
Stanley C. Trent United States 16 948 1.4× 224 1.1× 238 1.3× 214 1.1× 274 1.5× 26 1.1k
Leslie Reese United States 17 1.0k 1.5× 263 1.3× 467 2.5× 229 1.2× 74 0.4× 32 1.4k
Norma Nel South Africa 12 442 0.6× 119 0.6× 140 0.7× 90 0.5× 153 0.9× 33 653
Alba A. Ortiz United States 20 858 1.2× 135 0.7× 579 3.1× 302 1.6× 309 1.7× 84 1.4k
Paula J. Stanovich Canada 16 881 1.3× 122 0.6× 532 2.8× 133 0.7× 214 1.2× 19 1.1k
North Cooc United States 17 590 0.8× 187 0.9× 155 0.8× 127 0.7× 156 0.9× 47 840
Philip C. Chinn United States 7 484 0.7× 166 0.8× 104 0.6× 99 0.5× 84 0.5× 17 632
Québec . Ministère de l'éducation 12 366 0.5× 283 1.4× 109 0.6× 71 0.4× 54 0.3× 125 674

Countries citing papers authored by Shernaz B. García

Since Specialization
Citations

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

Fields of papers citing papers by Shernaz B. García

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Shernaz B. García. 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 Shernaz B. García. The network helps show where Shernaz B. García may publish in the future.

Co-authorship network of co-authors of Shernaz B. García

This figure shows the co-authorship network connecting the top 25 collaborators of Shernaz B. García. A scholar is included among the top collaborators of Shernaz B. García 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 Shernaz B. García. Shernaz B. García 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.
Robertson, Phyllis, et al.. (2018). Preservice Special Education Teachers' Reflections on Their Developing Professional Awareness Via In-Context Learning. The Teacher Educator. 53(2). 150–166. 7 indexed citations
2.
Robertson, Phyllis, et al.. (2016). Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports. Multiple Voices for Ethnically Diverse Exceptional Learners. 16(2). 3–21. 2 indexed citations
3.
Robertson, Phyllis, et al.. (2016). Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports. Multiple Voices for Ethnically Diverse Exceptional Learners. 16(2). 3–21. 2 indexed citations
4.
García, Shernaz B., et al.. (2014). Long-Term English Language Learners’ Perceptions of Their Language and Academic Learning Experiences. Remedial and Special Education. 35(5). 300–312. 43 indexed citations
5.
García, Shernaz B. & Alba A. Ortiz. (2013). Intersectionality as a Framework for Transformative Research in Special Education.. Multiple Voices for Ethnically Diverse Exceptional Learners. 13(2). 32–47. 29 indexed citations
6.
García, Shernaz B., Alba A. Ortiz, & Audrey M. Sorrells. (2013). Intersectionality as a Framework for Research and Practice in Special Education. Multiple Voices for Ethnically Diverse Exceptional Learners. 13(1). 1–3. 5 indexed citations
7.
García, Shernaz B. & Alba A. Ortiz. (2013). Intersectionality as a Framework for Transformative Research in Special Education. Multiple Voices for Ethnically Diverse Exceptional Learners. 13(2). 32–47. 46 indexed citations
8.
Robertson, Phyllis, Shernaz B. García, Laura McFarland, & Herbert J. Rieth. (2012). Preparing Culturally and Linguistically Responsive Special Educators: It "Does" Take a Village. The Journal of Teaching and Learning. 2(3). 115–130. 12 indexed citations
9.
García, Shernaz B. & Alba A. Ortiz. (2010). Preventing Inappropriate Referrals of Language Minority Students to Special Education. 140. 213–220. 7 indexed citations
10.
García, Shernaz B., et al.. (2009). General Educators' Perceptions and Attributions About Asian American Students: Implications for Special Education Referral. Multiple Voices for Ethnically Diverse Exceptional Learners. 12(1). 21–37. 14 indexed citations
11.
García, Shernaz B. & Alba A. Ortiz. (2008). A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models. Multiple Voices for Ethnically Diverse Exceptional Learners. 11(1). 24–41. 33 indexed citations
12.
García, Shernaz B. & Alba A. Ortiz. (2008). A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models. Multiple Voices for Ethnically Diverse Exceptional Learners. 11(1). 24–41. 27 indexed citations
13.
García, Shernaz B., et al.. (2006). Bilingualism and Special Education. 1 indexed citations
14.
García, Shernaz B. & Patricia L. Guerra. (2004). Deconstructing Deficit Thinking. Education and Urban Society. 36(2). 150–168. 279 indexed citations
15.
McCray, Audrey Davis & Shernaz B. García. (2002). The stories we must tell: Developing a research agenda for multicultural and bilingual special education. International Journal of Qualitative Studies in Education. 15(6). 599–612. 27 indexed citations
16.
García, Shernaz B., et al.. (2001). Up for Scrutiny.. ˜The œJournal of staff development. 22(2). 24–27. 1 indexed citations
17.
García, Shernaz B., et al.. (2000). Mexican American Mothers' Beliefs About Disabilities. Remedial and Special Education. 21(2). 90–120. 74 indexed citations
18.
García, Shernaz B., et al.. (2000). Research Report for the Organizing for Diversity Project.. 3 indexed citations
19.
Guerra, Patricia L., et al.. (1999). Intercultural Communication in the Classroom.. 5 indexed citations
20.
Ortiz, Alba A. & Shernaz B. García. (1995). Serving Hispanic Students with Learning Disabilities:. Urban Education. 29(4). 471–481. 11 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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