Peabody Reflector

Well-Cited

Beyond the Mall, Spring 2009 | No Comment | |

Peabody College’s faculty’s articles are prominently listed in the American Educational Research Association’s ranking of the Top 50 Most Frequently Cited Articles as of January.  The Educational Evaluation and Policy Analysis Journal, Review of Educational Research Journal and the Journal of Educational and Behavioral Statistics rankings all include Peabody College faculty in the top 50. In the American Educational Research Journal, the faculty’s publications are all ranked within the top 35, including three of the top five most frequently cited articles. 

“These rankings demonstrate the important work done at Peabody College as well as the extent of expertise among its faculty,” Dean Camilla Benbow said. 

The article, “The Effects of Frequent Curriculum-based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning,” by Lynn Fuchs, professor of special education, Nicholas Hobbs Professor of Special Education and Human Development and co-director of the Vanderbilt Kennedy Center Reading Clinic, tops the American Educational Research Journal list at No. 1.  

Doug and Lynn Fuchs are responsible for three of the five most cited research articles.

Doug and Lynn Fuchs are responsible for three of the five most cited research articles.

Two articles by Lynn Fuchs and Douglas Fuchs, professor of special education, Nicholas Hobbs Professor of Special Education and Human Development and co-director of the Vanderbilt Kennedy Center Reading Clinic, “Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations” and “Peer-assisted Learning Strategies: Making Classrooms More Responsive to Diversity” are ranked No. 3 and 4, respectively. 

Benbow’s article, “Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective,” is listed as the 26th most frequently cited article, and the Fuchs were acknowledged again at No. 33 for their work, “A Conservative Approach to Special Education Reform: Mainstreaming Through Transenvironmental Programming and Curriculum-based Measurement.”

Three additional Peabody faculty, James W. Guthrie, professor of public policy and education, director of the Peabody Center for Education Policy and chair of the department of Leadership, Policy and Organizations; Kathleen V. Hoover-Dempsey, associate professor of developmental science; and Howard M. Sandler, professor of developmental science, are all listed in the top 50 most cited lists for the Education Evaluation and Policy Analysis and Review of Education Research journals respectively. In the Journal of Educational and Behavioral Statistics, Dale Ballou, associate professor of public policy and education, is ranked among the top 10.

To learn more: http://aer.sagepub.com/reports/mfc1.dtl


photo credits: Wolf Hoffmann

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