Tammy V. Abernathy

680 total citations
21 papers, 426 citations indexed

About

Tammy V. Abernathy is a scholar working on Education, Safety Research and Clinical Psychology. According to data from OpenAlex, Tammy V. Abernathy has authored 21 papers receiving a total of 426 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 4 papers in Safety Research and 3 papers in Clinical Psychology. Recurrent topics in Tammy V. Abernathy's work include Teacher Education and Leadership Studies (7 papers), Collaborative Teaching and Inclusion (4 papers) and Family and Disability Support Research (3 papers). Tammy V. Abernathy is often cited by papers focused on Teacher Education and Leadership Studies (7 papers), Collaborative Teaching and Inclusion (4 papers) and Family and Disability Support Research (3 papers). Tammy V. Abernathy collaborates with scholars based in United States. Tammy V. Abernathy's co-authors include Sharon Lesar, Melvyn I. Semmel, Gretchen Butera, Lynda R. Wiest, Merith Cosden, Julie L. Pennington, Cynthia H. Brock, MaryAnn Demchak, Leping Liu and Robin H. Lock and has published in prestigious journals such as Exceptional Children, Remedial and Special Education and Equity & Excellence in Education.

In The Last Decade

Tammy V. Abernathy

20 papers receiving 344 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Tammy V. Abernathy United States 8 294 135 87 77 74 21 426
Katharine S. Adams United States 7 154 0.5× 73 0.5× 74 0.9× 66 0.9× 73 1.0× 18 354
In Heok Lee United States 12 181 0.6× 180 1.3× 40 0.5× 75 1.0× 46 0.6× 25 385
Suhyun Suh United States 9 250 0.9× 81 0.6× 79 0.9× 41 0.5× 64 0.9× 17 382
Raija Pirttimaa Finland 12 335 1.1× 163 1.2× 132 1.5× 75 1.0× 107 1.4× 45 542
Jaap Roeleveld Netherlands 10 353 1.2× 103 0.8× 100 1.1× 156 2.0× 57 0.8× 19 488
Marta Sandoval Mena Spain 17 518 1.8× 149 1.1× 110 1.3× 140 1.8× 33 0.4× 56 712
Monica R. Brown United States 13 336 1.1× 74 0.5× 121 1.4× 77 1.0× 62 0.8× 39 503
Tanner LeBaron Wallace United States 13 440 1.5× 112 0.8× 109 1.3× 83 1.1× 61 0.8× 26 600
Gale Macleod United Kingdom 13 278 0.9× 50 0.4× 82 0.9× 116 1.5× 58 0.8× 43 393
Kathleen M. Collins United States 13 314 1.1× 101 0.7× 67 0.8× 116 1.5× 113 1.5× 34 505

Countries citing papers authored by Tammy V. Abernathy

Since Specialization
Citations

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

Fields of papers citing papers by Tammy V. Abernathy

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tammy V. Abernathy. 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 Tammy V. Abernathy. The network helps show where Tammy V. Abernathy may publish in the future.

Co-authorship network of co-authors of Tammy V. Abernathy

This figure shows the co-authorship network connecting the top 25 collaborators of Tammy V. Abernathy. A scholar is included among the top collaborators of Tammy V. Abernathy 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 Tammy V. Abernathy. Tammy V. Abernathy 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.
Abernathy, Tammy V., et al.. (2021). Principals’ Preferences in the Hiring Process: Is Everything Old New Again?. The Educational Forum. 86(3). 290–304. 1 indexed citations
2.
Demchak, MaryAnn, et al.. (2020). A Survey of Rural Principals: Preferences Regarding Teacher Candidates. Rural Special Education Quarterly. 39(3). 138–151. 2 indexed citations
3.
Abernathy, Tammy V., et al.. (2020). The Relationship Between Absences and Passing Tests for Students With and Without Specific Learning Disabilities. Journal of Education for Students Placed at Risk (JESPAR). 26(3). 253–278. 2 indexed citations
4.
Medaille, Ann, et al.. (2019). Assessing Rigor in Teacher Education: Do NCTQ’s Guidelines Measure Up?. The Teacher Educator. 54(1). 72–89. 3 indexed citations
5.
Abernathy, Tammy V., et al.. (2017). Sexual Health Education for Individuals with Disabilities: A Call to Action. American Journal of Sexuality Education. 13(1). 65–93. 57 indexed citations
6.
Abernathy, Tammy V., et al.. (2017). Transitioning Adolescents with Emotional and Behavioral Disorders from Most-to-Least Possible Restrictive Environments: Views of Transition Service Providers. Residential Treatment for Children & Youth. 34(3-4). 266–291. 3 indexed citations
7.
Abernathy, Tammy V., et al.. (2016). Behavior Intervention Flow Chart: A Strategic Tool for Managing Challenging Behaviors. Creative Education. 7(16). 2423–2432. 1 indexed citations
8.
Pennington, Julie L., et al.. (2012). Teacher Educators' Dispositions: Footnoting the present with stories from our pasts. Studying Teacher Education. 8(1). 69–85. 15 indexed citations
9.
Abernathy, Tammy V., et al.. (2009). PATH: Parent activities toward healthy self- determination. 6(1). 1 indexed citations
10.
Abernathy, Tammy V., et al.. (2009). Teacher Perceptions of Students' Understanding of Their Own Disability. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 32(2). 121–136. 6 indexed citations
11.
Abernathy, Tammy V., et al.. (2007). Promoting Family-Centered Teaching: Can One Course Make a Difference?.. Issues in teacher education. 16(1). 37–60. 23 indexed citations
12.
Wiest, Lynda R., et al.. (2006). Researcher Study Thyself: AERA Participants' Speaking Times and Turns by Gender. Equity & Excellence in Education. 39(4). 313–323. 1 indexed citations
13.
Abernathy, Tammy V., et al.. (2005). TREK to Student Independence. Teaching Exceptional Children. 37(3). 52–57. 1 indexed citations
14.
Lock, Robin H., et al.. (2003). Build Community and Empower Students. Intervention in School and Clinic. 39(1). 55–60. 4 indexed citations
15.
Abernathy, Tammy V.. (2002). Using a storybook prompt to uncover inservice and preservice teachers’ dispositions toward struggling students. The Teacher Educator. 38(2). 78–98. 6 indexed citations
16.
Abernathy, Tammy V., et al.. (2001). The Reliability of Students' Ratings of Faculty Teaching Effectiveness. College Teaching. 49(3). 100–104. 24 indexed citations
17.
Abernathy, Tammy V., et al.. (2001). The Bridge from Student to Teacher: What Principals, Teacher Education Faculty, and Students Value in a Teaching Applicant.. Teacher education quarterly (Claremont, Calif.). 28(4). 21 indexed citations
18.
Abernathy, Tammy V., et al.. (2001). Academic Competitions in Science: What Are the Rewards for Students?. The Clearing House A Journal of Educational Strategies Issues and Ideas. 74(5). 269–276. 74 indexed citations
19.
Semmel, Melvyn I., Tammy V. Abernathy, Gretchen Butera, & Sharon Lesar. (1991). Teacher Perceptions of the Regular Education Initiative. Exceptional Children. 58(1). 9–24. 167 indexed citations
20.
Cosden, Merith & Tammy V. Abernathy. (1990). Microcomputer Use in the Schools: Teacher Roles and Instructional Options. Remedial and Special Education. 11(5). 31–38. 7 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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