Sherry Mee Bell

1.5k total citations
56 papers, 969 citations indexed

About

Sherry Mee Bell is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Sherry Mee Bell has authored 56 papers receiving a total of 969 indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 26 papers in Developmental and Educational Psychology and 13 papers in Statistics and Probability. Recurrent topics in Sherry Mee Bell's work include Reading and Literacy Development (24 papers), Cognitive and developmental aspects of mathematical skills (13 papers) and Parental Involvement in Education (7 papers). Sherry Mee Bell is often cited by papers focused on Reading and Literacy Development (24 papers), Cognitive and developmental aspects of mathematical skills (13 papers) and Parental Involvement in Education (7 papers). Sherry Mee Bell collaborates with scholars based in United States and South Korea. Sherry Mee Bell's co-authors include R. Steve McCallum, Sharon Judge, Sherry K. Bain, David F. Cihak, Don D. McMahon, Rachel Wright, Kathleen Puckett, Elizabeth Cox, Jeff L. Cochran and Mari Beth Coleman and has published in prestigious journals such as Journal of Learning Disabilities, The Journal of Educational Research and School Psychology Review.

In The Last Decade

Sherry Mee Bell

52 papers receiving 850 citations

Peers

Sherry Mee Bell

EDUCA

DEP

ECP

Ralph P. Ferretti United States

Perry D. Klein Canada

Cynthia M. Okolo United States

Richard T. Boon United States

Rose M. Allinder United States

Guy Trainin United States

Naomi J. Aldrich United States

Stephen T. Peverly United States

Peter Westwood Australia

Holly B. Lane United States

Ralph P. Ferretti United States

Sherry Mee Bell

741 ×1.6

EDUCA

673 ×1.6

DEP

91 ×0.6

65 ×0.5

ECP

89 ×0.7

Citations per year, relative to Sherry Mee Bell Sherry Mee Bell (= 1×) peers Ralph P. Ferretti

Countries citing papers authored by Sherry Mee Bell

Since Specialization

Citations

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

Fields of papers citing papers by Sherry Mee Bell

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sherry Mee Bell. 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 Sherry Mee Bell. The network helps show where Sherry Mee Bell may publish in the future.

Co-authorship network of co-authors of Sherry Mee Bell

This figure shows the co-authorship network connecting the top 25 collaborators of Sherry Mee Bell. A scholar is included among the top collaborators of Sherry Mee Bell 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 Sherry Mee Bell. Sherry Mee Bell 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

Bell, Sherry Mee. (2022). Dyslexia and Giftedness: Myths versus Science. 10(4). 1 indexed citations

McCallum, R. Steve, et al.. (2022). Using a one-minute screener to identify students at risk for academic difficulties. Preventing School Failure Alternative Education for Children and Youth. 67(1). 58–67.

Philippakos, Zoi A. Traga, et al.. (2022). Teachers’ Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development. Reading & Writing Quarterly. 39(6). 470–490. 2 indexed citations

Bell, Sherry Mee, et al.. (2020). A Relationship-Based Approach to Professional Development in the Early Childhood Educational Setting: The Role of Relationships in Collaboration and Implementation.. Zero to three. 41(1). 5–11. 2 indexed citations

Bell, Sherry Mee, et al.. (2015). Co-Teaching and Collaboration: Preservice Teachers’ Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities. Journal of the American Academy of Special Education Professionals. 37–57. 4 indexed citations

McCallum, R. Steve, et al.. (2013). A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm. Gifted Child Quarterly. 57(4). 209–222. 30 indexed citations

Bell, Sherry Mee & R. Steve McCallum. (2012). Do Foreign Language Learning, Cognitive, and Affective Variables Differ as a Function of Exceptionality Status and Gender?.. 42(1). 86–106. 15 indexed citations

Bell, Sherry Mee, et al.. (2012). Development and validation of an assessment of adult educators' reading instructional knowledge. Annals of Dyslexia. 63(3-4). 187–200. 3 indexed citations

McCallum, R. Steve, et al.. (2011). Measures of Emotional Intelligence and Social Acceptability in Children: A Concurrent Validity Study. Canadian Journal of School Psychology. 26(2). 107–126. 14 indexed citations

10.

Bell, Sherry Mee, David F. Cihak, & Sharon Judge. (2010). A Preliminary Study: Do Alternative Certification Route Programs Develop the Necessary Skills and Knowledge in Assistive Technology?.. International Journal of Special Education (IJSE). 25(3). 110–118. 8 indexed citations

11.

Bain, Sherry K., et al.. (2010). Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted. Journal of Advanced Academics. 22(1). 130–156. 19 indexed citations

12.

Ziegler, Mary, R. Steve McCallum, & Sherry Mee Bell. (2009). Volunteer Instructors in Adult Literacy: Who Are They and What Do They Know about Reading Instruction?.. 3(3). 131–139. 8 indexed citations

13.

Bell, Sherry Mee, et al.. (2009). Relation of Native-Language Reading and Spelling Abilities to Attitudes Toward Learning a Second Language. Preventing School Failure Alternative Education for Children and Youth. 54(1). 30–40. 13 indexed citations

14.

Bell, Sherry Mee, et al.. (2008). Psychometric Properties of the Foreign Language Attitudes and Perceptions Survey for College Students. Assessment for Effective Intervention. 35(1). 54–60. 6 indexed citations

15.

Ziegler, Mary, et al.. (2006). Predicting Women's Persistence in Adult Literacy Classes with Dispositional Variables. Reading Psychology. 27(1). 59–85. 12 indexed citations

16.

Bell, Sherry Mee, et al.. (2006). Book Review: Early Reading Assessment: A Practitioner’s Handbook. Journal of Psychoeducational Assessment. 24(2). 182–189.

17.

Bell, Sherry Mee, Mary Ziegler, & R. Steve McCallum. (2004). What Adult Educators Know Compared with What They Say They Know about Providing Research-Based Reading Instruction.. Journal of Adolescent & Adult Literacy. 47(7). 542–563. 18 indexed citations

18.

Bain, Sherry K. & Sherry Mee Bell. (2004). Social Self-Concept, Social Attributions, and Peer Relationships in Fourth, Fifth, and Sixth Graders Who Are Gifted Compared to High Achievers. Gifted Child Quarterly. 48(3). 167–178. 72 indexed citations

19.

Bell, Sherry Mee, et al.. (2004). Relationship of School-Based Attributions to Depression. Journal of Psychoeducational Assessment. 22(2). 106–123. 7 indexed citations

20.

Bell, Sherry Mee & R. Steve McCallum. (1995). Development of a Scale Measuring Student Social Attributions and its Relationship to Self-Concept and Social Functioning.. School Psychology Review. 24(2). 14 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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