Tara C. Moore

405 total citations
26 papers, 247 citations indexed

About

Tara C. Moore is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Tara C. Moore has authored 26 papers receiving a total of 247 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Developmental and Educational Psychology, 12 papers in Education and 7 papers in Cognitive Neuroscience. Recurrent topics in Tara C. Moore's work include Behavioral and Psychological Studies (10 papers), Autism Spectrum Disorder Research (6 papers) and Art Education and Development (5 papers). Tara C. Moore is often cited by papers focused on Behavioral and Psychological Studies (10 papers), Autism Spectrum Disorder Research (6 papers) and Art Education and Development (5 papers). Tara C. Moore collaborates with scholars based in United States. Tara C. Moore's co-authors include Joseph H. Wehby, Yujeong Park, Mari Beth Coleman, David F. Cihak, Daniel M. Maggin, Jason C. Chow, Regina M. Oliver, Stephanie K. Daniels, Frank J. Symons and LeAnne Johnson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Computer Assisted Learning and School Psychology Review.

In The Last Decade

Tara C. Moore

23 papers receiving 229 citations

Peers

Tara C. Moore

DEP

EDUCA

Garyfalia Charitaki Greece

Dave Neale United Kingdom

Mark A. Koorland United States

Robert P. Trussell United States

Hanne Jensen Denmark

Beverley H. Johns United States

Claudia Rinaldi United States

Leigh M. O’Brien United States

Richard J. Whelan United States

Tânia Stoltz Brazil

Garyfalia Charitaki Greece

Tara C. Moore

75 ×0.5

DEP

196 ×1.7

EDUCA

44 ×0.8

48 ×1.0

34 ×0.8

Citations per year, relative to Tara C. Moore Tara C. Moore (= 1×) peers Garyfalia Charitaki

Countries citing papers authored by Tara C. Moore

Since Specialization

Citations

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

Fields of papers citing papers by Tara C. Moore

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tara C. Moore. 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 Tara C. Moore. The network helps show where Tara C. Moore may publish in the future.

Co-authorship network of co-authors of Tara C. Moore

This figure shows the co-authorship network connecting the top 25 collaborators of Tara C. Moore. A scholar is included among the top collaborators of Tara C. Moore 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 Tara C. Moore. Tara C. Moore 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

Moore, Tara C., et al.. (2024). High Ecological Integration Within U.S. Art Teacher Education: A Collective Case Study. Studies in Art Education. 65(2). 165–184. 1 indexed citations

Skinner, Christopher H., et al.. (2023). Evaluating the effects of the color wheel system on a teacher’s repeated directions.. School Psychology. 40(1). 56–64.

Moore, Tara C., et al.. (2022). Educational approaches within US art teacher education: The status of ecological and environmental education. International Journal of Education through Art. 18(3). 359–376. 3 indexed citations

Moore, Tara C., et al.. (2022). Supporting teachers’ effective classroom and behavior management: what do teachers tell us?. Preventing School Failure Alternative Education for Children and Youth. 68(1). 60–69. 2 indexed citations

Coleman, Mari Beth, et al.. (2020). Combining teacher‐Led and technology‐assisted instruction to improve phoneme blending to read words for elementary students with disabilities. Journal of Computer Assisted Learning. 37(3). 759–772. 1 indexed citations

Moore, Tara C., et al.. (2020). A portrait of environmental integration in United States K-12 art education. Environmental Education Research. 27(3). 382–401. 7 indexed citations

Skinner, Christopher H., Dennis Ciancio, Stephanie K. Daniels, et al.. (2020). Effects of unfamiliar diverse names on elementary students’ passage comprehension.. School Psychology. 35(3). 215–225. 2 indexed citations

Moore, Tara C., et al.. (2020). U.S. Art Teacher Education in the Age of the Anthropocene. Studies in Art Education. 61(1). 46–63. 10 indexed citations

Park, Yujeong, et al.. (2018). Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies. Journal of Computer Assisted Learning. 34(6). 641–651. 11 indexed citations

10.

Moore, Tara C., et al.. (2018). Evidence Review for Teacher Praise to Improve Students’ Classroom Behavior. Journal of Positive Behavior Interventions. 21(1). 3–18. 23 indexed citations

11.

Moore, Tara C., et al.. (2017). Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course. SHILAP Revista de lepidopterología. 17(4). 67–82. 2 indexed citations

12.

Skinner, Christopher H., et al.. (2017). Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria. School Psychology Review. 46(3). 262–271. 13 indexed citations

13.

Ambrose, Gavin, et al.. (2016). The effects of teacher directed writing instruction combined with SOLO Literacy Suite. Journal of Computer Assisted Learning. 33(1). 20–34. 10 indexed citations

14.

Moore, Tara C., et al.. (2016). Noncontingent Reinforcement to Improve Classroom Behavior of a Student With Developmental Disability. Behavior Modification. 40(4). 640–657. 6 indexed citations

15.

Moore, Tara C., et al.. (2016). Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies. Remedial and Special Education. 38(4). 222–232. 47 indexed citations

16.

Coleman, Mari Beth, et al.. (2015). Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting. Intellectual and developmental disabilities. 53(3). 196–210. 28 indexed citations

17.

McMahon, Don D., Rachel Wright, David F. Cihak, Tara C. Moore, & Richard Lamb. (2015). Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment. Journal of Science Education and Technology. 25(2). 263–273. 11 indexed citations

18.

Johnson, LeAnne, Joseph H. Wehby, Frank J. Symons, et al.. (2013). An Analysis of Preference Relative to Teacher Implementation of Intervention. The Journal of Special Education. 48(3). 214–224. 32 indexed citations

19.

Aitken, A. Angelique, et al.. (2011). Increasing Academic Engagement during Writing Activities in an Urban Elementary Classroom.. Beyond Behavior. 20(3). 31–43. 5 indexed citations

20.

Moore, Tara C.. (1961). TEXTBOOK OF NUTRITION. BMJ. 1(5218). 38–39. 3 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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