Tara McLaughlin

796 total citations
35 papers, 540 citations indexed

About

Tara McLaughlin is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Tara McLaughlin has authored 35 papers receiving a total of 540 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 15 papers in Clinical Psychology and 15 papers in Developmental and Educational Psychology. Recurrent topics in Tara McLaughlin's work include Early Childhood Education and Development (13 papers), Family and Disability Support Research (10 papers) and Child Development and Digital Technology (8 papers). Tara McLaughlin is often cited by papers focused on Early Childhood Education and Development (13 papers), Family and Disability Support Research (10 papers) and Child Development and Digital Technology (8 papers). Tara McLaughlin collaborates with scholars based in New Zealand, United States and Australia. Tara McLaughlin's co-authors include Patricia Snyder, Mary Louise Hemmeter, Mary McLean, Susan R. Sandall, James Algina, Kathleen Artman-Meeker, Salih Rakap, Amanda M. VanDerHeyden, Sue Cherrington and Claire McLachlan and has published in prestigious journals such as American Educational Research Journal, Exceptional Children and International Small Business Journal Researching Entrepreneurship.

In The Last Decade

Tara McLaughlin

30 papers receiving 506 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Tara McLaughlin New Zealand 12 345 296 252 86 40 35 540
Karen Burstein United States 13 328 1.0× 186 0.6× 167 0.7× 44 0.5× 55 1.4× 27 546
Kathleen Artman-Meeker United States 10 297 0.9× 261 0.9× 231 0.9× 87 1.0× 28 0.7× 19 456
Loretta A. Serna United States 13 264 0.8× 225 0.8× 301 1.2× 102 1.2× 32 0.8× 24 496
Gretchen Butera United States 13 401 1.2× 230 0.8× 215 0.9× 99 1.2× 97 2.4× 48 627
Ann Higgins Hains United States 11 221 0.6× 185 0.6× 209 0.8× 73 0.8× 29 0.7× 20 404
Cynthia F. DiCarlo United States 13 159 0.5× 205 0.7× 140 0.6× 126 1.5× 38 0.9× 43 463
Jennifer R. Ottley United States 15 300 0.9× 251 0.8× 176 0.7× 100 1.2× 15 0.4× 35 473
Donald M. Stenhoff United States 10 144 0.4× 207 0.7× 146 0.6× 173 2.0× 34 0.8× 19 436
Sadako Vargas United States 6 484 1.4× 196 0.7× 173 0.7× 46 0.5× 54 1.4× 8 658

Countries citing papers authored by Tara McLaughlin

Since Specialization
Citations

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

Fields of papers citing papers by Tara McLaughlin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tara McLaughlin

This figure shows the co-authorship network connecting the top 25 collaborators of Tara McLaughlin. A scholar is included among the top collaborators of Tara McLaughlin 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 McLaughlin. Tara McLaughlin 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.
2.
Khoo, Elaine, et al.. (2025). Digital Play in the Early Years: Exploring Research Trends Through a Rapid Review of the Literature. Australasian Journal of Early Childhood.
3.
McLachlan, Claire, et al.. (2022). Assessment and Data Systems in Early Childhood Settings. 2 indexed citations
4.
McLaughlin, Tara, et al.. (2022). Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector. The New Zealand Annual Review of Education. 27. 79–115. 1 indexed citations
5.
McLaughlin, Tara, et al.. (2021). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour. International Journal of Inclusive Education. 27(6). 739–754. 7 indexed citations
6.
7.
Baxter, Stacey, et al.. (2019). Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present. Topics in Early Childhood Special Education. 41(4). 294–306.
8.
McLaughlin, Tara, et al.. (2018). Examining preadolescent children’s engagement in out-of-school literacy and exploring opportunities for supporting literacy development. The Australian Journal of Language and Literacy. 41(2). 103–116. 6 indexed citations
9.
McLachlan, Claire, et al.. (2018). Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand from 2008 to 2018. The New Zealand Annual Review of Education. 23. 111–125. 2 indexed citations
10.
McLaughlin, Tara, et al.. (2017). How do teachers support children’s social–emotional competence? Strategies for teachers. 21(2). 21–27. 13 indexed citations
11.
Snyder, Patricia, Mary Louise Hemmeter, Mary McLean, et al.. (2017). Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices. Exceptional Children. 84(2). 213–232. 53 indexed citations
12.
McLaughlin, Tara, Patricia Snyder, & James Algina. (2016). Using Generalizability Theory to Examine the Dependability of Scores From the Learning Target Rating Scale. Topics in Early Childhood Special Education. 37(3). 164–175. 4 indexed citations
13.
McLaughlin, Tara, et al.. (2016). Intentional Teaching as a Pathway to Equity in Early Childhood Education: Participation, Quality, and Equity. New Zealand Journal of Educational Studies. 51(2). 175–195. 15 indexed citations
14.
Snyder, Patricia, Salih Rakap, Mary Louise Hemmeter, et al.. (2015). Naturalistic Instructional Approaches in Early Learning. Journal of Early Intervention. 37(1). 69–97. 84 indexed citations
15.
Snyder, Patricia, et al.. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education. 41(2). 290–309. 19 indexed citations
16.
McLaughlin, Tara, Patricia Snyder, & James Algina. (2015). Characterizing Early Childhood Disabilities in a Nationally Representative Sample Using Functional Profiles. Exceptional Children. 81(4). 471–488. 6 indexed citations
17.
Snyder, Patricia, et al.. (2012). Characterizing Key Features of the Early Childhood Professional Development Literature. Infants & Young Children. 25(3). 188–212. 89 indexed citations
18.
Johnson, Amy, et al.. (2012). Barriers to Breastfeeding in a Resident Clinic. Breastfeeding Medicine. 8(3). 273–276. 9 indexed citations
19.
McLaughlin, Tara, et al.. (2011). Behavior Support Interventions Implemented by Families of Young Children. Journal of Positive Behavior Interventions. 14(2). 87–97. 26 indexed citations
20.
Clark, Gordon L., et al.. (2008). Students as Transferors of Knowledge. International Small Business Journal Researching Entrepreneurship. 26(6). 735–758. 8 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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