World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
33
Citations
5098
World Ranking
10496
National Ranking
5515

Dale C. Farran publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Dale C. Farran sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 89 publications — 13th percentile

13% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Dale C. Farran D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Dale C. Farran sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 33 D-Index — 10th percentile

10% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association

Overview

Dale C. Farran is affiliated with Vanderbilt University in the United States. Their research primarily focuses on the field of social sciences, with a strong emphasis on education. Within this broad domain, their work covers education itself, clinical psychology, developmental and educational psychology, sociology and political science, and statistics and probability.

The topics central to Farran's studies relate mainly to early childhood education and development, parental involvement in education, school choice and performance, and teacher education and leadership studies. Additional interests include family and disability support research, child and adolescent psychosocial and emotional development, and children's rights and participation.

Farran has published their research in various academic venues. Frequent publication venues include:

  • Early Childhood Research Quarterly
  • Developmental Psychology
  • Monographs of the Society for Research in Child Development
  • Journal of Research on Educational Effectiveness
  • Early Childhood Education Journal

Among their recent papers are the following:

  • "Effects of a statewide pre-kindergarten program on children's achievement and behavior through sixth grade." (2022, Developmental Psychology)
  • "Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study" (2021, Monographs of the Society for Research in Child Development)
  • "Preschool practices in Sweden, Portugal, and the United States" (2020, Early Childhood Research Quarterly)
  • "Academic gains in kindergarten related to eight classroom practices" (2020, Early Childhood Research Quarterly)
  • "Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis" (2020, Journal of Research on Educational Effectiveness)

Farran has collaborated frequently with other researchers in their field. Notable co-authors include:

  • Kelley Durkin
  • Kimberly Turner Nesbitt
  • Mark W. Lipsey
  • Caroline Christopher
  • Sarah E. Wiesen

In recognition of their contributions, Farran was named a Fellow of the American Educational Research Association in 2008.

Best Publications

  • Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children

    Robin B. Howse;Garrett Lange;Dale C. Farran;Carolyn D. Boyles

  • Longitudinal associations between executive functioning and academic skills across content areas.

    Mary Wagner Fuhs;Kimberly Turner Nesbitt;Dale Clark Farran;Nianbo Dong

  • Predicting IQ from mother-infant interactions.

    Craig T. Ramey;Dale C. Farran;Frances A. Campbell

  • Behavioral Risk Factors in Kindergarten.

    David H. Cooper;Dale C. Farran

  • Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade

    Mark W. Lipsey;Dale C. Farran;Kelley Durkin

  • Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Ages 4 to 11.

    Bethany Rittle-Johnson;Emily R. Fyfe;Kerry G. Hofer;Dale Clark Farran

  • Another decade of intervention for children who are low income or disabled: What do we know now?

    Dale C. Farran

  • Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development.

    Mary Wagner Fuhs;Dale C. Farran;Kimberly Turner Nesbitt

  • Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors

    Kimberly Turner Nesbitt;Dale Clark Farran;Mary Wagner Fuhs

  • Infant Day Care and Attachment Behaviors Toward Mothers and Teachers.

    Dale C. Farran;Craig T. Ramey

  • Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings

    Mary Wagner Fuhs;Dale Clark Farran;Kimberly Turner Nesbitt

  • A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors through Third Grade. Research Report.

    Mark W. Lipsey;Dale C. Farran;Kerry G. Hofer

  • Social Class Differences in Dyadic Involvement during Infancy.

    Dale C. Farran;Craig T. Ramey

  • Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

    Unknown

  • Interactions in an Inclusive Classroom: The Effects of Visual Status and Setting:

    Cindy G. McGaha;Dale C. Farran

  • Reciprocal Influence in the Social Interactions of Mothers and Three-Year-Old Children from Different Socioeconomic Backgrounds.

    Dale C. Farran;Ron Haskins

  • Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow-Up Results from the Randomized Control Design. Research Report.

    Mark W. Lipsey;Kerry G. Hofer;Nianbo Dong;Dale C. Farran

  • The Language of children reared in poverty : implications for evaluation and intervention

    Lynne Feagans;Dale Clark Farran

  • Evaluating Math Recovery Assessing the Causal Impact of a Diagnostic Tutoring Program on Student Achievement

    Thomas M. Smith;Paul Cobb;Dale C. Farran;David S. Cordray

  • Title I funded preschools as a developmental context for children's play and verbal behaviors.

    Dale C Farran;Whasoup Son-Yarbrough

  • Risk in Intellectual and Psychosocial Development

    Dale Clark Farran;James D. McKinney

  • Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Age 4 to 11.

    Bethany Rittle-Johnson;Emily R. Fyfe;Kerry G. Hofer;Dale C. Farran

Frequent Co-Authors

Mark W. Lipsey
Mark W. Lipsey Vanderbilt University
Craig T. Ramey
Craig T. Ramey Virginia Tech
Bethany Rittle-Johnson
Bethany Rittle-Johnson Vanderbilt University
Connie Kasari
Connie Kasari University of California, Los Angeles
Paul Cobb
Paul Cobb Vanderbilt University
Frances A. Campbell
Frances A. Campbell University of North Carolina at Chapel Hill
Robert J. Sternberg
Robert J. Sternberg Cornell University
Mats Granlund
Mats Granlund Jönköping University
Deborah Stipek
Deborah Stipek Stanford University
Susan T. Fiske
Susan T. Fiske Princeton University

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