What is he best known for?
The fields of study he is best known for:
His scientific interests lie mostly in Learning disability, Mathematics education, Special education, Medical education and Pedagogy.
Many of his studies on Learning disability involve topics that are commonly interrelated, such as Primary education.
His study in the fields of Teaching method and Academic achievement under the domain of Mathematics education overlaps with other disciplines such as Evaluation methods and Control.
His Special education research is multidisciplinary, relying on both Variety, Excellence and Referral.
His Medical education research includes themes of Test, School psychology, Applied psychology, Mainstreaming and Inclusion.
His work in the fields of Pedagogy, such as At-risk students, overlaps with other areas such as Normal children and Task analysis.
His most cited work include:
- Similarities and Differences Between Low Achievers and Students Classified Learning Disabled (252 citations)
- School Psychology: A Blueprint for Training and Practice II. (206 citations)
- Reported Prevalence of Evidence-Based Instructional Practices in Special Education (198 citations)
What are the main themes of his work throughout his whole career to date?
James E. Ysseldyke mainly focuses on Mathematics education, Pedagogy, Medical education, Special education and Educational assessment.
His Learning disability research extends to the thematically linked field of Mathematics education.
His Pedagogy study combines topics from a wide range of disciplines, such as School choice, Engineering ethics and Public relations.
His study in Medical education is interdisciplinary in nature, drawing from both Psychological intervention, School psychology, Applied psychology, Intervention and Open enrollment.
His study focuses on the intersection of Special education and fields such as Referral with connections in the field of Clinical psychology.
His work in Educational assessment covers topics such as Accountability which are related to areas like Alternative assessment.
He most often published in these fields:
- Mathematics education (37.43%)
- Pedagogy (30.12%)
- Medical education (27.78%)
What were the highlights of his more recent work (between 2001-2020)?
- Mathematics education (37.43%)
- Medical education (27.78%)
- Pedagogy (30.12%)
In recent papers he was focusing on the following fields of study:
James E. Ysseldyke mostly deals with Mathematics education, Medical education, Pedagogy, Special education and School psychology.
His Mathematics education research is multidisciplinary, incorporating perspectives in Psychological intervention and Curriculum.
He has researched Medical education in several fields, including Mental health, Response to intervention and No child left behind.
James E. Ysseldyke works mostly in the field of Response to intervention, limiting it down to topics relating to Learning disability and, in certain cases, At-risk students, as a part of the same area of interest.
His work on Educational assessment and Educational research as part of his general Pedagogy study is frequently connected to Safety education, thereby bridging the divide between different branches of science.
His research in Special education intersects with topics in Test, Inclusion and Behavioral communication.
Between 2001 and 2020, his most popular works were:
- Reported Prevalence of Evidence-Based Instructional Practices in Special Education (198 citations)
- Paradigm Shift: The Past is Not the Future. (145 citations)
- Alternative Schools: A Synthesis of State-Level Policy and Research (111 citations)
In his most recent research, the most cited papers focused on:
His primary areas of investigation include Mathematics education, Teaching method, Special education, Medical education and School psychology.
His work in the fields of Mathematics education, such as Language arts, intersects with other areas such as Control.
His work deals with themes such as Test, Academic achievement, Unintended consequences and Learning disability, which intersect with Special education.
The concepts of his Learning disability study are interwoven with issues in Legislation, Pedagogy and Excellence.
When carried out as part of a general Medical education research project, his work on Graduation is frequently linked to work in Need to know, therefore connecting diverse disciplines of study.
His biological study spans a wide range of topics, including Response to intervention and Inclusion.
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