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Margaret Burchinal

D-Index & Metrics

Psychology

D-Index
87
Citations
45460
World Ranking
1063
National Ranking
656

Margaret Burchinal 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 Margaret Burchinal 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: 88 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.

Margaret Burchinal 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 Margaret Burchinal 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: 87 D-Index — 91st percentile

91% of scientists in this discipline score the same or lower.

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

Overview

Margaret Burchinal is affiliated with the University of North Carolina at Chapel Hill in the United States. Their research primarily focuses on social sciences and psychology, with specific attention to education, developmental and educational psychology, and clinical psychology.

Their recent scholarly output includes publications in notable venues such as Early Childhood Research Quarterly and UNC Libraries. Sample works include:

  • Relating early care and education quality to preschool outcomes: The same or different models for different outcomes? (2020, Early Childhood Research Quarterly)
  • The Educare intervention: Outcomes at age 3 (2020, Early Childhood Research Quarterly)
  • Head Start at Ages 3 and 4 Versus Head Start Followed by State Pre-K: Which Is More Effective? (2020, UNC Libraries)
  • Testing a series of causal propositions relating time in child care to children's externalizing behavior (2021, UNC Libraries)
  • Mother and Caregiver Sensitivity Over Time: Predicting Language and Academic Outcomes With Variable- and Person-Centered Approaches (2021, UNC Libraries)

Margaret has frequently collaborated with several researchers including Ellen Peisner-Feinberg, Jade Marcus Jenkins, Greg J. Duncan, Deborah Lowe Vandell, and Kylie Garber.

The main fields of study for this researcher span social sciences and psychology. Within these, their subfields of expertise include:

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Safety Research

Their body of work addresses multiple topics, particularly focusing on:

  • Early Childhood Education and Development
  • Education Systems and Policy
  • Child and Adolescent Psychosocial and Emotional Development
  • Educational and Psychological Assessments
  • Parental Involvement in Education
  • Family and Disability Support Research
  • Youth Development and Social Support

Margaret Burchinal has published extensively in venues including UNC Libraries, Early Childhood Research Quarterly, Journal of Child and Family Studies, and Journal of Policy Analysis and Management. Their research contributions provide insight into educational quality, child care impacts, and developmental outcomes in early childhood.

Best Publications

  • Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills

    Unknown

  • Parental support, psychological control, and behavioral control: Assessing relevance across time, culture, and method

    Unknown

  • The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.

    Ellen S. Peisner-Feinberg;Margaret R. Burchinal;Richard M. Clifford;Mary L. Culkin

  • Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

    Carollee Howes;Margaret Burchinal;Robert Pianta;Donna Bryant

  • Are There Long‐Term Effects of Early Child Care?

    Jay Belsky;Deborah Lowe Vandell;Margaret Burchinal;K. Alison Clarke-Stewart

  • The home environments of children in the United States part II: relations with behavioral development through age thirteen.

    Robert H. Bradley;Robert F. Corwyn;Margaret Burchinal;Harriette Pipes McAdoo

  • Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

    Diane M. Early;Kelly L. Maxwell;Margaret Burchinal;Soumya Alva

  • Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

    Robert Pianta;Carollee Howes;Margaret Burchinal;Donna Bryant

  • Severity of spatial learning impairment in aging: Development of a learning index for performance in the Morris water maze.

    Michela Gallagher;Rebecca Burwell;Margaret R. Burchinal

  • Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development

    Deborah Lowe Vandell;Jay Belsky;Margaret Burchinal;Laurence Steinberg

  • Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

    Margaret R Burchinal;Ellen Peisner-Feinberg;Robert Pianta;Carollee Howes

  • The development of cognitive and academic abilities: growth curves from an early childhood educational experiment.

    Frances A. Campbell;Elizabeth P. Pungello;Shari Miller-Johnson;Margaret Burchinal

  • Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

    Margaret Burchinal;Nathan Vandergrift;Robert Pianta;Andrew Mashburn

  • Relating Quality of Center‐Based Child Care to Early Cognitive and Language Development Longitudinally

    Margaret R. Burchinal;Joanne E. Roberts;Rhodus Riggins;Susan A. Zeisel

  • The role of home literacy practices in preschool children's language and emergent literacy skills.

    Joanne Roberts;Julia Jurgens;Margaret Burchinal

  • Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

    Margaret Burchinal;Carollee Howes;Robert Pianta;Donna Bryant

  • The Effects of Preschool Education What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know

    Robert C. Pianta;W. Steven Barnett;Margaret Burchinal;Kathy R. Thornburg

  • Caregiver Training and Classroom Quality in Child Care Centers

    Margaret R. Burchinal;Debby Cryer;Richard M. Clifford;Carollee Howes

  • The prediction of process quality from structural features of child care

    Leslie C. Phillipsen;Margaret R. Burchinal;Carollee Howes;Debby Cryer

  • Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study

    Unknown

  • A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice

    Bridget K. Hamre;Robert C. Pianta;Margaret Burchinal;Samuel Field

  • Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

    Diane M. Early;Donna M. Bryant;Robert C. Pianta;Richard M. Clifford

  • Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers

    Craig T. Ramey;Frances A. Campbell;Margaret Burchinal;Martie L. Skinner

Frequent Co-Authors

Robert C. Pianta
Robert C. Pianta University of Virginia
Donna M. Bryant
Donna M. Bryant University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Joanne E. Roberts
Joanne E. Roberts University of North Carolina at Chapel Hill
Deborah Lowe Vandell
Deborah Lowe Vandell University of California, Irvine
Jay Belsky
Jay Belsky University of California, Davis
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
Susan J. Spieker
Susan J. Spieker University of Washington
Sarah L. Friedman
Sarah L. Friedman George Washington University
Richard M. Clifford
Richard M. Clifford University of North Carolina at Chapel Hill

External Links

Wikipedia of Margaret Burchinal Personal website of Margaret Burchinal

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Best Scientists Citing Margaret Burchinal

Robert C. Pianta

Robert C. Pianta

University of Virginia

Publications: 119

Laura M. Justice

Laura M. Justice

The Ohio State University

Publications: 98

Michela Gallagher

Michela Gallagher

Johns Hopkins University

Publications: 80

Richard E. Tremblay

Richard E. Tremblay

University of Montreal

Publications: 71

Jay Belsky

Jay Belsky

University of California, Davis

Publications: 65

Jeanne Brooks-Gunn

Jeanne Brooks-Gunn

Columbia University

Publications: 64

Lynne Vernon-Feagans

Lynne Vernon-Feagans

University of North Carolina at Chapel Hill

Publications: 63

Bridget K. Hamre

Bridget K. Hamre

University of Virginia

Publications: 58

Edward Melhuish

Edward Melhuish

University of Oxford

Publications: 55

Marinus H. van IJzendoorn

Marinus H. van IJzendoorn

University College London

Publications: 52

Martha J. Cox

Martha J. Cox

University of North Carolina at Chapel Hill

Publications: 51

Clancy Blair

Clancy Blair

New York University

Publications: 50

Arya Ansari

Arya Ansari

The Ohio State University

Publications: 49

Sylvana M. Côté

Sylvana M. Côté

University of Montreal

Publications: 48

Jason T. Downer

Jason T. Downer

University of Virginia

Publications: 45

Hirokazu Yoshikawa

Hirokazu Yoshikawa

New York University

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