D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 41 Citations 9,475 105 World Ranking 4599 National Ranking 2610

Overview

What is he best known for?

The fields of study he is best known for:

  • Mathematics education
  • Pedagogy
  • Social science

Scott K. Baker spends much of his time researching Teaching method, Mathematics education, Learning disability, Special education and Educational research. His Teaching method study incorporates themes from Comprehension, Metacognition and Curriculum. He has researched Mathematics education in several fields, including Empirical research and Reading comprehension, Reading.

His Learning disability research incorporates elements of Writing process and At-risk students. In Special education, Scott K. Baker works on issues like Spelling, which are connected to Response to intervention, Word recognition, Sentence and Transcription. His work in the fields of Educational research, such as Research utilization, intersects with other areas such as Research based, Professional practice and Management science.

His most cited work include:

  • Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research (552 citations)
  • Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components (392 citations)
  • A Synthesis of Empirical Research on Teaching Mathematics to Low- Achieving Students. (276 citations)

What are the main themes of his work throughout his whole career to date?

Scott K. Baker mainly focuses on Mathematics education, Teaching method, Reading, Learning disability and At-risk students. His research in Mathematics education tackles topics such as Vocabulary which are related to areas like Literacy. His study in Teaching method is interdisciplinary in nature, drawing from both Professional development and Educational research.

His research investigates the connection between Reading and topics such as Fluency that intersect with issues in Spelling. His study looks at the relationship between Learning disability and topics such as Curriculum, which overlap with Mathematics curriculum. His work in Reading comprehension tackles topics such as Comprehension which are related to areas like Narrative.

He most often published in these fields:

  • Mathematics education (68.75%)
  • Teaching method (36.81%)
  • Reading (31.94%)

What were the highlights of his more recent work (between 2017-2021)?

  • Mathematics education (68.75%)
  • At-risk students (26.39%)
  • Reading (31.94%)

In recent papers he was focusing on the following fields of study:

Scott K. Baker mainly investigates Mathematics education, At-risk students, Reading, Core-Plus Mathematics Project and Tier 2 network. The concepts of his Mathematics education study are interwoven with issues in Context, Psycholinguistics and Set. His Context study integrates concerns from other disciplines, such as Narrative, Comprehension, Language proficiency, Vocabulary and Literacy.

His biological study spans a wide range of topics, including Developmental psychology, Curriculum-based measurement and Standardized test. His Core-Plus Mathematics Project research focuses on Mathematics instruction and how it relates to Intervention effect. His Independent study study introduces a deeper knowledge of Teaching method.

Between 2017 and 2021, his most popular works were:

  • Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis. (39 citations)
  • Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis. (39 citations)
  • Student agency at the crux: Mitigating disengagement in middle and high school (13 citations)

In his most recent research, the most cited papers focused on:

  • Mathematics education
  • Pedagogy
  • Social science

The scientist’s investigation covers issues in Mathematics education, Mathematics instruction, At-risk students, Core-Plus Mathematics Project and Intervention program. His study in the fields of Number sense and English proficiency under the domain of Mathematics education overlaps with other disciplines such as Tier 2 network, Knowledge base and Outcome measures. Borrowing concepts from Observation data, Scott K. Baker weaves in ideas under Mathematics instruction.

His At-risk students research includes elements of Numeracy, Moderated mediation and Core curriculum. The Core-Plus Mathematics Project study combines topics in areas such as Mathematical content, Context and Professional development. His Intervention program research incorporates themes from Intervention effect, Learning disability and Early numeracy.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

Russell Gersten;Lynn S. Fuchs;Joanna P. Williams;Scott Baker.
Review of Educational Research (2001)

1340 Citations

Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

Russell Gersten;David J. Chard;Madhavi Jayanthi;Scott K. Baker.
Review of Educational Research (2009)

747 Citations

What We Know about Effective Instructional Practices for English-Language Learners

Russell Gersten;Scott Baker.
Exceptional Children (2000)

643 Citations

A Synthesis of Empirical Research on Teaching Mathematics to Low- Achieving Students.

Scott Baker;Russell Gersten;Dae-Sik Lee.
Elementary School Journal (2002)

606 Citations

Teaching Expressive Writing to Students with Learning Disabilities: A Meta-Analysis

Russell Gersten;Scott Baker.
Elementary School Journal (2001)

427 Citations

Factors Enhancing Sustained Use of Research-Based Instructional Practices

Russell Gersten;David Chard;Scott Baker.
Journal of Learning Disabilities (2000)

353 Citations

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011.

Russell Gersten;Scott K. Baker;Timothy Shanahan;Sylvia Linan-Thompson.
What Works Clearinghouse (2007)

336 Citations

Teaching Expressive Writing to Students with Learning Disabilities Research-Based Applications and Examples

Scott Baker;Russell Gersten;Steve Graham.
Journal of Learning Disabilities (2003)

281 Citations

Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools.

Scott K. Baker;Keith Smolkowski;Rachell Katz;Hank Fien.
School Psychology Review (2008)

272 Citations

Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence:

David J. Chard;Leanne R. Ketterlin-Geller;Scott K. Baker;Christian Doabler.
Exceptional Children (2009)

270 Citations

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Best Scientists Citing Scott K. Baker

Sharon Vaughn

Sharon Vaughn

The University of Texas at Austin

Publications: 58

Asha K. Jitendra

Asha K. Jitendra

University of California, Riverside

Publications: 37

Russell Gersten

Russell Gersten

University of Oregon

Publications: 32

Lynn S. Fuchs

Lynn S. Fuchs

Vanderbilt University

Publications: 26

Jeanne Wanzek

Jeanne Wanzek

Vanderbilt University

Publications: 23

Keith Smolkowski

Keith Smolkowski

Oregon Research Institute

Publications: 22

Janette K. Klingner

Janette K. Klingner

University of Colorado Boulder

Publications: 22

Kent McIntosh

Kent McIntosh

University of Oregon

Publications: 21

H. Lee Swanson

H. Lee Swanson

University of California, Riverside

Publications: 20

Matthew K. Burns

Matthew K. Burns

University of Missouri

Publications: 19

Mary T. Brownell

Mary T. Brownell

University of Florida

Publications: 19

Robert H. Horner

Robert H. Horner

University of Oregon

Publications: 16

Donald L. Compton

Donald L. Compton

Florida State University

Publications: 16

Douglas Fuchs

Douglas Fuchs

Vanderbilt University

Publications: 16

Bryan G. Cook

Bryan G. Cook

University of Virginia

Publications: 14

Margo A. Mastropieri

Margo A. Mastropieri

George Mason University

Publications: 13

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