Tarek C. Grantham

1.6k total citations
36 papers, 829 citations indexed

About

Tarek C. Grantham is a scholar working on Education, Experimental and Cognitive Psychology and Safety Research. According to data from OpenAlex, Tarek C. Grantham has authored 36 papers receiving a total of 829 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 23 papers in Experimental and Cognitive Psychology and 10 papers in Safety Research. Recurrent topics in Tarek C. Grantham's work include Education, Achievement, and Giftedness (21 papers), School Choice and Performance (14 papers) and Parental Involvement in Education (12 papers). Tarek C. Grantham is often cited by papers focused on Education, Achievement, and Giftedness (21 papers), School Choice and Performance (14 papers) and Parental Involvement in Education (12 papers). Tarek C. Grantham collaborates with scholars based in United States, Russia and Ireland. Tarek C. Grantham's co-authors include Donna Y. Ford, Gilman W. Whiting, J. John Harris, Alvin Vista, James L. Moore, Malik S. Henfield, Robert J. Sternberg, Sareh Karami, Marcia Gentry and Mary Ruth Coleman and has published in prestigious journals such as Exceptional Children, Theory Into Practice and Journal of Emotional and Behavioral Disorders.

In The Last Decade

Tarek C. Grantham

35 papers receiving 657 citations

Peers

Tarek C. Grantham

EDUCA

ECP

SPS

Gilman W. Whiting United States

James Reed Campbell United States

Judy Lupart Canada

Tierra M. Freeman United States

Margie K. Kitano United States

Joachim Tiedemann Germany

Camille A. Farrington United States

Jennifer L. Jolly United States

Doug Hamman United States

Paul Hanselman United States

Gilman W. Whiting United States

Tarek C. Grantham

449 ×0.7

EDUCA

234 ×0.6

ECP

159 ×0.7

111 ×0.8

SPS

88 ×0.8

Citations per year, relative to Tarek C. Grantham Tarek C. Grantham (= 1×) peers Gilman W. Whiting

Countries citing papers authored by Tarek C. Grantham

Since Specialization

Citations

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

Fields of papers citing papers by Tarek C. Grantham

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tarek C. Grantham

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

Lin, Shengjie, et al.. (2024). Creative Potential and Creative Self‐Belief: Measurement Invariance in Cross‐Cultural Contexts. The Journal of Creative Behavior. 58(2). 209–226. 6 indexed citations

Hines, Erik M., Donna Y. Ford, Edward C. Fletcher, et al.. (2023). Good Trouble, Necessary Trouble: Adding Culture to Transformational Gifted and Talented Students and Programs. Roeper Review. 45(3). 150–160. 2 indexed citations

Coleman, Mary Ruth, et al.. (2022). A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed Versus Support Received. Journal of Emotional and Behavioral Disorders. 30(2). 86–95. 2 indexed citations

Grantham, Tarek C., et al.. (2021). Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes. Gifted Child Today. 44(4). 203–215. 5 indexed citations

Sternberg, Robert J., et al.. (2021). The Legacy: Coming to Terms With the Origins and Development of the Gifted-Child Movement. Roeper Review. 43(4). 227–241. 18 indexed citations

Ford, Donna Y., et al.. (2020). Evaluating Gifted Education Programs Using an Equity-Based and Culturally Responsive Checklist to Recruit and Retain Under-Represented Students of Color. 1(1). 119–146. 5 indexed citations

Grantham, Tarek C., et al.. (2014). From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White. Gifted Child Today. 37(3). 178–187. 5 indexed citations

Grantham, Tarek C.. (2012). Eminence-Focused Gifted Education. Gifted Child Quarterly. 56(4). 215–220. 10 indexed citations

Grantham, Tarek C. & Malik S. Henfield. (2011). Black Father Involvement in Gifted Education. Gifted Child Today. 34(4). 47–53. 9 indexed citations

10.

Vista, Alvin & Tarek C. Grantham. (2009). Transferability of norms and its implication in cross-cultural gifted education: norming Naglieri Nonverbal Ability Test (NNAT) in the Philippine public schools. Educational Research for Policy and Practice. 8(2). 111–121. 5 indexed citations

11.

Vista, Alvin & Tarek C. Grantham. (2009). Effects of Parental Education Level on Fluid Intelligence of Philippine Public School Students. Journal of Psychoeducational Assessment. 28(3). 236–248. 11 indexed citations

12.

Ford, Donna Y., James L. Moore, Gilman W. Whiting, & Tarek C. Grantham. (2008). Conducting Cross-Cultural Research: Controversy, Cautions, Concerns, and Considerations. Roeper Review. 30(2). 82–92. 15 indexed citations

13.

Ford, Donna Y., Tarek C. Grantham, & Gilman W. Whiting. (2008). Culturally and Linguistically Diverse Students in Gifted Education: Recruitment and Retention Issues. Exceptional Children. 74(3). 289–306. 168 indexed citations

14.

Ford, Donna Y., et al.. (2007). Diamonds in the Rough: Identifying and Serving Low Income Students.. 19(3). 12–14. 1 indexed citations

15.

Ford, Donna Y. & Tarek C. Grantham. (2003). Parenting Gifted Culturally Diverse Children: Focus on Education-Related Issues and Needs.. 15(4). 12–17. 2 indexed citations

16.

Grantham, Tarek C.. (2003). Increasing Black Student Enrollment in Gifted Programs: An Exploration of the Pulaski County Special School District's Advocacy Efforts. Gifted Child Quarterly. 47(1). 46–65. 19 indexed citations

17.

Ford, Donna Y. & Tarek C. Grantham. (2003). Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking. Theory Into Practice. 42(3). 217–225. 142 indexed citations

18.

Grantham, Tarek C. & Donna Y. Ford. (1998). Principal Instructional Leadership Can Reverse the Under-Representation of Black Students in Gifted Education. NASSP Bulletin. 82(595). 101–109. 7 indexed citations

19.

Ford, Donna Y., Tarek C. Grantham, & J. John Harris. (1997). The recruitment and retention of minority teachers in gifted education. Roeper Review. 19(4). 213–220. 23 indexed citations

20.

Ford, Donna Y., Tarek C. Grantham, & J. John Harris. (1996). Multicultural gifted education:A wakeup call to the profession. Roeper Review. 19(2). 72–78. 32 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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