Vanessa Hinton

840 total citations
40 papers, 559 citations indexed

About

Vanessa Hinton is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Vanessa Hinton has authored 40 papers receiving a total of 559 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Statistics and Probability, 24 papers in Education and 22 papers in Developmental and Educational Psychology. Recurrent topics in Vanessa Hinton's work include Cognitive and developmental aspects of mathematical skills (28 papers), Mathematics Education and Teaching Techniques (22 papers) and Behavioral and Psychological Studies (16 papers). Vanessa Hinton is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (28 papers), Mathematics Education and Teaching Techniques (22 papers) and Behavioral and Psychological Studies (16 papers). Vanessa Hinton collaborates with scholars based in United States and Türkiye. Vanessa Hinton's co-authors include Margaret M. Flores, Shaunita Strozier, Megan Burton, Jill Meyer, Stephanie Morano, Margaret E. Shippen, Cynthia Nelson, Alice M. Buchanan, Mary E. Rudisill and Caroline Dunn and has published in prestigious journals such as SHILAP Revista de lepidopterología, The Journal of Educational Research and Remedial and Special Education.

In The Last Decade

Vanessa Hinton

35 papers receiving 521 citations

Peers

Vanessa Hinton

EDUCA

DEP

Marieke Peeters Netherlands

Gary L. Cates United States

Thomas B. Pierce United States

Mary Lou Duffy United States

Stephanie Morano United States

Sara Cothren Cook United States

Julie A. Wolter United States

Pamela J. Mims United States

Katherine Trela United States

Peggy J. Schaefer Whitby United States

Marieke Peeters Netherlands

Vanessa Hinton

369 ×1.2

EDUCA

151 ×0.5

241 ×0.9

DEP

31 ×0.1

53 ×0.5

Citations per year, relative to Vanessa Hinton Vanessa Hinton (= 1×) peers Marieke Peeters

Countries citing papers authored by Vanessa Hinton

Since Specialization

Citations

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

Fields of papers citing papers by Vanessa Hinton

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Vanessa Hinton

This figure shows the co-authorship network connecting the top 25 collaborators of Vanessa Hinton. A scholar is included among the top collaborators of Vanessa Hinton 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 Vanessa Hinton. Vanessa Hinton 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

Flores, Margaret M., et al.. (2024). Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence. Learning Disabilities Research and Practice. 39(3). 132–145.

Hinton, Vanessa, et al.. (2023). Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice. Early Childhood Education Journal. 52(3). 629–636. 4 indexed citations

Flores, Margaret M., et al.. (2023). Teaching rational number concepts and skills to students receiving tier two interventions. The Journal of Educational Research. 116(4). 206–215.

Flores, Margaret M., et al.. (2023). Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation. Learning Disabilities Research and Practice. 38(1). 15–25. 6 indexed citations

Flores, Margaret M., Stephanie Morano, Jill Meyer, & Vanessa Hinton. (2022). Teaching Fraction Magnitude to Elementary Students. Journal of Education for Students Placed at Risk (JESPAR). 27(2). 127–146. 5 indexed citations

Hinton, Vanessa, et al.. (2020). Using Visuals to Promote On-Task Behavior and Independence for Students with Autism Spectrum Disorder. International Journal of Humanities and Social Science. 10(4). 1 indexed citations

Morano, Stephanie, et al.. (2020). A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities. Exceptionality. 28(2). 77–91. 17 indexed citations

Hinton, Vanessa & Margaret M. Flores. (2019). The Effects of the Concrete-Representational-Abstract Sequence for Students at Risk for Mathematics Failure. Journal of Behavioral Education. 28(4). 493–516. 17 indexed citations

Darch, Craig, et al.. (2017). Considering the New Common Core State Standards for Teaching Spelling to Urban Students with Disabilities.. International Journal of Special Education (IJSE). 32(4). 659–670.

10.

Flores, Margaret M., Vanessa Hinton, & Megan Burton. (2016). Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction. Preventing School Failure Alternative Education for Children and Youth. 60(4). 345–355. 24 indexed citations

11.

Hinton, Vanessa, et al.. (2015). An Investigation into Pre-service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology. 1. 4 indexed citations

12.

Hinton, Vanessa, et al.. (2015). The Effects of a Supplemental Explicit Counting Intervention for Preschool Children. Preventing School Failure Alternative Education for Children and Youth. 60(3). 183–193. 6 indexed citations

13.

Hinton, Vanessa, et al.. (2015). A Case Study in Using Explicit Instruction to Teach Young Children Counting Skills. Investigations in Mathematics Learning. 8(2). 37–54. 4 indexed citations

14.

Flores, Margaret M., et al.. (2014). Elementary General and Special Education Teachers' Mathematics Skills and Efficacy.. CSU ePress (Columbus State University). 24(1). 69–82. 5 indexed citations

15.

Flores, Margaret M., et al.. (2014). Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities. Education and training in autism and developmental disabilities. 49(4). 547–554. 36 indexed citations

16.

Hinton, Vanessa, Margaret M. Flores, & Margaret E. Shippen. (2013). Response to Intervention and Math Instruction.. International Journal of Education in Mathematics Science and Technology. 1(3). 190–201. 4 indexed citations

17.

Flores, Margaret M., et al.. (2013). Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction. Education and training in autism and developmental disabilities. 48(1). 41–48. 26 indexed citations

18.

Flores, Margaret M., et al.. (2012). A Comparison of Communication Using the Apple iPad and a Picture-based System. Augmentative and Alternative Communication. 28(2). 74–84. 175 indexed citations

19.

Darch, Craig, et al.. (2011). Main Idea Identification with Students with Mild Intellectual Disabilities and Specific Learning Disabilities: A Comparison of Explicit and Basal Instructional Approaches.. 11. 15–29. 1 indexed citations

20.

Flores, Margaret M., et al.. (2010). Special Education and General Education Teachers' Knowledge and Perceived Teaching Competence in Mathematics. CSU ePress (Columbus State University). 1. 11 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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