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Charles R. Greenwood

Charles R. Greenwood

D-Index & Metrics

Psychology

D-Index
65
Citations
15725
World Ranking
2840
National Ranking
1638

Overview

Charles R. Greenwood is affiliated with the University of Kansas in the United States. Their research primarily focuses on fields related to psychology and social sciences, with a distinct emphasis on developmental and educational psychology, education, clinical psychology, pediatrics, perinatology, child health, and also astronomy and astrophysics.

The main topics covered in their work include early childhood education and development, language development and disorders, family and disability support research, infant development and preterm care, reading and literacy development, behavioral and psychological studies, and educational and psychological assessments.

Greenwood has published multiple papers in several academic venues. Frequent publication outlets include:

  • Education and Treatment of Children
  • Journal of Special Education Technology
  • Journal of Early Intervention
  • Topics in Early Childhood Special Education
  • Exceptional Children

Among the recent papers authored or co-authored by Greenwood are:

  • "Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay" (2020), published in Exceptional Children
  • "Technology to Facilitate Progress Monitoring of Infant-Toddler Growth and Development: Measuring Implementation in Community-Based Agencies" (2022), published in Journal of Special Education Technology
  • "Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers" (2021), published in Journal of Early Intervention
  • "Progress Toward an Early Social Indicator for Infants and Toddlers" (2020), published in Journal of Early Intervention
  • "Advancing Children's Learning Through Innovations in the Measurement of Literacy Engagement" (2021), published in Topics in Early Childhood Special Education

Frequent co-authors collaborating with Greenwood include:

  • Judith J. Carta
  • Dale Walker
  • Alana G. Schnitz
  • Jay Buzhardt
  • Dwight Irvin

Best Publications

  • Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:

    Russell Gersten;Lynn S. Fuchs;Donald Compton;Michael Coyne

  • Prediction of school outcomes based on early language production and socioeconomic factors

    Dale Walker;Charles R. Greenwood;Betty Hart;Judith Carta

  • Longitudinal Effects of Classwide Peer Tutoring.

    Charles R. Greenwood;Joseph C. Delquadri;R. Vance Hall

  • Academic Engagement: Current Perspectives on Research and Practice

    Charles R. Greenwood;Betty T. Horton;Cheryl A. Utley

  • Classwide Peer Tutoring

    Joseph Delquadri;Charles R. Greenwood;Debra Whorton;Judith J. Carta

  • Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students

    Charles R. Greenwood

  • Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis

    Jill Gilkerson;Jeffrey A. Richards;Steven F. Warren;Judith K. Montgomery

  • Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research.

    Lisa Bowman-Perrott;Heather Davis;Kimberly Vannest;Lauren Williams

  • The use of peer tutoring strategies in classroom management and educational instruction.

    Charles R. Greenwood;Judith J. Carta;R. Vance Hall

  • The Research to Practice Gap in Special Education.

    Charles R. Greenwood;Mary Abbott

  • Recommended Outcomes for Families of Young Children with Disabilities.

    Donald B. Bailey;Mary Beth Bruder;Kathy Hebbeler;Judith Carta

  • Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

    Debra Kamps;Mary Abbott;Charles Greenwood;Carmen Arreaga-Mayer

  • Teacher- versus peer-mediated instruction: an ecobehavioral analysis of achievement outcomes.

    Charles R. Greenwood;Granger Dinwiddie;Barbara Terry;Linda Wade

  • The Response to Intervention (RTI) Approach in Early Childhood

    Charles R. Greenwood;Tracy Bradfield;Ruth Kaminski;Maura Linas

  • Research to Practice: A "Blueprint" for Closing the Gap in Local Schools.

    Mary Abbott;Cheryl Walton;Yolanda Tapia;Charles R. Greenwood

  • ClassWide Peer Tutoring Learning Management System Applications with Elementary-Level English Language Learners

    Charles R. Greenwood;Carmen Arreaga-Mayer;Cheryl A. Utley;Karen M. Gavin

  • Assessing Children’s Home Language Environments Using Automatic Speech Recognition Technology

    Charles R. Greenwood;Kathy Thiemann-Bourque;Dale Walker;Jay Buzhardt

  • Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten Two-Year Results for Secondary- and Tertiary-Level Interventions

    Debra Kamps;Mary Abbott;Charles Greenwood;Howard Wills

  • Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children

    Deborah L. Linebarger;Anjelika Z. Kosanic;Charles R. Greenwood;Nii Sai Doku

  • Achievement, placement, and services: Middle school benefits of Classwide Peer Tutoring used at the elementary school.

    Charles R. Greenwood;Barbara Terry;Cheryl A. Utley;Debra Montagna

  • Classwide Peer Tutoring

    Charles Greenwood

Frequent Co-Authors

Judith J. Carta
Judith J. Carta University of Kansas
Scott R. McConnell
Scott R. McConnell University of Minnesota
Debra Kamps
Debra Kamps University of Kansas
Hill M. Walker
Hill M. Walker University of Oregon
Howard Goldstein
Howard Goldstein University of South Florida
Mark R. Shinn
Mark R. Shinn University of Oregon
Hyman Hops
Hyman Hops Oregon Research Institute
Georgios D. Sideridis
Georgios D. Sideridis Boston Children's Hospital
D. Kimbrough Oller
D. Kimbrough Oller University of Memphis
Donna Spiker
Donna Spiker SRI International

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