Sherri Castle

932 total citations
31 papers, 670 citations indexed

About

Sherri Castle is a scholar working on Education, Clinical Psychology and General Health Professions. According to data from OpenAlex, Sherri Castle has authored 31 papers receiving a total of 670 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 15 papers in Clinical Psychology and 4 papers in General Health Professions. Recurrent topics in Sherri Castle's work include Early Childhood Education and Development (24 papers), Parental Involvement in Education (11 papers) and Child and Adolescent Psychosocial and Emotional Development (11 papers). Sherri Castle is often cited by papers focused on Early Childhood Education and Development (24 papers), Parental Involvement in Education (11 papers) and Child and Adolescent Psychosocial and Emotional Development (11 papers). Sherri Castle collaborates with scholars based in United States. Sherri Castle's co-authors include Susan B. Sisson, Diane Horm, Anna D. Johnson, Kyong‐Ah Kwon, Deborah Phillips, Shinyoung Jeon, Amy Williamson, Lieny Jeon, Ji Young Choi and Anne Martin and has published in prestigious journals such as Developmental Psychology, International Journal of Obesity and Frontiers in Psychology.

In The Last Decade

Sherri Castle

28 papers receiving 643 citations

Peers

Sherri Castle

EDUCA

PHEOH

GHP

PPCH

Ondine Pez France

Rowella Kuijpers Netherlands

Monica Sweet United States

Claire Blewitt Australia

Alyssa Aftosmes‐Tobio United States

Julia McDonald United States

Katherine E. Speirs United States

Lauren Miller‐Lewis Australia

Anilena Mejía United Kingdom

Lori G. Irwin Canada

Ondine Pez France

Sherri Castle

192 ×0.6

EDUCA

128 ×0.6

PHEOH

390 ×1.8

126 ×1.0

GHP

86 ×0.9

PPCH

Citations per year, relative to Sherri Castle Sherri Castle (= 1×) peers Ondine Pez

Countries citing papers authored by Sherri Castle

Since Specialization

Citations

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

Fields of papers citing papers by Sherri Castle

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sherri Castle. 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 Sherri Castle. The network helps show where Sherri Castle may publish in the future.

Co-authorship network of co-authors of Sherri Castle

This figure shows the co-authorship network connecting the top 25 collaborators of Sherri Castle. A scholar is included among the top collaborators of Sherri Castle 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 Sherri Castle. Sherri Castle 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

Kwon, Kyong‐Ah, et al.. (2025). The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality. Early Childhood Research Quarterly. 72. 371–382.

Martin, Anne, et al.. (2024). Exploring the features of the self-regulatory environment in kindergarten classrooms. Journal of Applied Developmental Psychology. 93. 101659–101659. 2 indexed citations

Johnson, Anna D., et al.. (2024). Predictors of young students’ school participation during the early days of COVID-19 remote learning. Children and Youth Services Review. 163. 107745–107745.

Johnson, Anna D., et al.. (2024). Public Preschool Predicts Stronger Third-Grade Academic Skills. AERA Open. 10. 2 indexed citations

Jeon, Shinyoung, et al.. (2024). High‐quality early care and education for low‐income families: Toddlers’ cognitive and emotional functioning during the COVID‐19 pandemic. Infancy. 29(6). 983–1001.

Horm, Diane, et al.. (2024). Resilience: supporting children’s self-regulation in infant and toddler classrooms. Frontiers in Psychology. 15. 1271840–1271840. 3 indexed citations

Martin, Anne, et al.. (2022). Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning. Early Childhood Research Quarterly. 60. 237–249. 20 indexed citations

Johnson, Anna D., et al.. (2022). When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills.. Developmental Psychology. 58(5). 848–865. 10 indexed citations

Johnson, Anna D., et al.. (2022). Predictors of First-Grade Teachers’ Teaching-Related Time During COVID-19. AERA Open. 8. 4 indexed citations

10.

Johnson, Anna D., et al.. (2021). Hispanic English language learner families and food insecurity during COVID-19: Risk factors and systems of food support.. Families Systems & Health. 40(1). 105–110. 6 indexed citations

11.

Martin, Anne, Anna D. Johnson, & Sherri Castle. (2020). Reframing High-Quality Public Preschool as a Vehicle for Narrowing Child Health Disparities Based on Family Income. Academic Pediatrics. 21(3). 408–413. 5 indexed citations

12.

Johnson, Anna D., et al.. (2020). To Whom Little Is Given, Much Is Expected: ECE Teacher Stressors and Supports as Determinants of Classroom Quality. Early Childhood Research Quarterly. 54. 13–30. 26 indexed citations

13.

Johnson, Anna D., et al.. (2020). Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children. Early Education and Development. 31(7). 973–993. 30 indexed citations

14.

Kwon, Kyong‐Ah, Shinyoung Jeon, Lieny Jeon, & Sherri Castle. (2019). The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs. Learning and Individual Differences. 74. 101748–101748. 40 indexed citations

15.

Castle, Sherri. (2018). Patterns of Enrollment, Migration, and Classroom Experiences across 3- and 4-Year-Old Publicly-Funded Preschool. 1 indexed citations

16.

Choi, Ji Young, et al.. (2018). Peer effects on low-income children's learning and development. Journal of School Psychology. 71. 1–17. 14 indexed citations

17.

Sisson, Susan B., et al.. (2016). Obesity prevention and obesogenic behavior interventions in child care: A systematic review. Preventive Medicine. 87. 57–69. 138 indexed citations

18.

Sisson, Susan B., et al.. (2016). Association of childcare arrangement with overweight and obesity in preschool-aged children: a narrative review of literature. International Journal of Obesity. 41(1). 1–12. 39 indexed citations

19.

Eggum, Natalie D., Richard A. Fabes, Sherri Castle, et al.. (2014). Playing with others: Head Start children's peer play and relations with kindergarten school competence. Early Childhood Research Quarterly. 29(3). 345–356. 49 indexed citations

20.

Singh, Aditi, Prashant Kumar Bajpai, Marcelo N. Kuperman, et al.. (2003). ILO concern: the unbearable fate of child soldiers.. Studies in Family Planning. 48(47). 69 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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