Mark Mostert | Academic Influence

Mark Mostert's AcademicInfluence.com Rankings

Mark Mostert

Education

#180

World Rank

#280

Historical Rank

Special Education

#6

World Rank

#6

Historical Rank

education Degrees

Mark Mostert

Anthropology

#1341

World Rank

#1757

Historical Rank

anthropology Degrees

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Education
Anthropology

Mark Mostert's Degrees

PhD Special Education University of California, Riverside
Masters Special Education University of California, Riverside
Bachelors Psychology University of California, Riverside

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Why Is Mark Mostert Influential?

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According to Wikipedia, Mark P. Mostert is co-director of the Institute for Disability and Bioethics and professor of Special Education at Regent University, Virginia Beach. He has written about and lectured on Eugenics and Euthanasia, Nazi Germany's state-sanctioned "useless eater" policy to exterminate people with disabilities and others considered less than human, and the fads and pseudoscientific practices found in special education.

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Mark Mostert's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Papers

Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010) (177)
Facilitated Communication Since 1995: A Review of Published Studies (2001) (165)
Social Skills Interventions for Individuals with Learning Disabilities (2004) (153)
Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal (2005) (145)
Is Brain Gym® an Effective Educational Intervention? (2010) (94)
Where angels fear to tread: online peer-assessment in a large first-year class (2013) (66)
River of Ideology, Islands of Evidence (2003) (51)
Reclaiming the History of Special Education for More Effective Practice (2000) (46)
Interprofessional collaboration in schools (1998) (45)
Facilitated Communication and Its Legitimacy—Twenty-First Century Developments (2010) (45)
Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff (2009) (44)
Challenges of Case-Based Teaching. (2007) (44)
Useless Eaters (2002) (40)
Dancing with the devil: formative peer assessment and academic performance (2013) (38)
Assessing Professional Collaboration in Schools: Knowing What Works (2004) (36)
Choosing among alternatives for tracing conceptual change (1992) (36)
Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons☆ (1994) (34)
The Positive Side of Special Education: Minimizing Its Fads, Fancies, and Follies (2004) (30)
Interprofessional Collaboration in Schools: Benefits and Barriers in Practice (1996) (28)
Evaluation of Research for Usable Knowledge in Behavioral Disorders: Ignoring the Irrelevant, Considering the Germane (2001) (22)
Reporting Meta-analyses in Learning Disabilities. (1996) (22)
Undergraduate Case Method Teaching: Pedagogical Assumptions vs. the Real World. (1996) (21)
Truth and Consequences (2003) (17)
Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university (2005) (16)
The Feasibility of a Responsiveness to Intervention Approach for the Identification of Specific Learning Disability: A Psychometric Alternative (2003) (16)
Introducing a Learning Management System in a Large First Year Class: The Impact on Lecturers and Students (2008) (15)
Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal (2006) (15)
Asserting the Fanciful Over the Empirical: Introduction to the Special Issue (2010) (15)
A Partial Etiology and Sequelae of Discriminative Disability: Bandwagons and Beliefs (2000) (14)
An Activist Approach to Debunking FC (2014) (13)
Defining Emotional or Behavioral Disorders: The Quest for Affirmation (2005) (13)
The Utility of Solution-Focused, Brief Counseling in Schools: Potential from an Initial Study. (1997) (12)
CHAPTE R STIGMA AS BARRIER TO THE IMPLEMENTATION OF THE CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES IN AFRICA (2017) (10)
Personal Teaching: Puzzles, Images, and Stories for Professional Reform (1992) (9)
Facilitated communication: The empirical imperative to prevent further professional malpractice (2012) (8)
Planning the Bothnian Sea (2012) (8)
Prospective Teachers' Perceptions of a Teaching Episode. (1991) (8)
Face Validity of Meta-Analyses in Emotional or Behavioral Disorders (2004) (7)
The Regular Education Initiative: Strategy for Denial of Handicap and the Perpetuation of Difference (1991) (6)
FOR INDIVIDUALS WITH LEARNING DISABILITIES (2005) (5)
Characteristics of Meta-Analyses Reported in Mental Retardation, Learning Disabilities, and Emotional and Behavioral Disorders (2001) (5)
Exploring student perceptions and experiences of ICT-enhanced formative assessment in an undergraduate management accounting course (2015) (5)
Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence (2019) (5)
Other Aspects of Sutherland and Singh's Take on Learned Helplessness and Students with Emotional or Behavioral Disorders (2004) (4)
Modelling joint air defence doctrinal issues with a LinkZA-based integration of two C2 simulators – a case study (2007) (4)
Meta-Analyses in Mental Retardation. (2003) (3)
Teaching the illusion of facilitated communication. (2002) (3)
Whose words are these? Statements derived from Facilitated Communication and Rapid Prompting Method undermine the credibility of Jaswal & Akhtar's social motivation hypotheses (2019) (3)
Using ICTs in Teaching and Learning: A survey of academic staff and students at Rhodes University Preliminary Data Report: Staff & Students Version 1a (2006) (3)
ALBINISM IN AFRICA: A PROPOSED CONCEPTUAL FRAMEWORK TO UNDERSTAND AND EFFECTIVELY ADDRESS A CONTINENTAL CRISIS (2021) (3)
Information communication technologies to enhance teaching and learning in higher education : a survey of teaching staff at Rhodes University (2009) (2)
Social Skills Training and Students with Learning Disabilities (2013) (2)
A Response to Kauffman's the Devaluation of Special Education (2004) (2)
Letter to the Editor: Teaching the Illusion of Facilitated Communication (2002) (2)
EBP Speakers Corner: A revised imperative for curbing the lie of facilitated communication (2015) (2)
Book Reviews: Case Studies for Teaching Special Needs and At-Risk Students by J. B. Buzzell and R. Piazza, Albany, NY: Delmar Publishers, 1994. 268 pp. $27.95, paper only (1995) (2)
Preparing teachers for special and general education through case‐based instruction: An analysis of their perceptions, learning, and written cases (1992) (2)
Contextual Thinking about Teaching: Special Educators' Metaphorical Representations of Practical Knowledge. (1996) (1)
Stereotypes fomenting hate (2019) (1)
Response: Now You See It, Now You Don't: A Response to Bebko, Perry, and Bryson (2003) (1)
Margret A. Winzer. From Integration to Inclusion: A History of Special Education in the 20th Century. Washington, DC: Gallaudet University Press, 2009. 284 pp. Casebound $75.00. (2012) (1)
James Milton Kauffman: A Legacy of Special Education’s Unheralded Historical Distinctives (2017) (0)
Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence (2019) (0)
A Review of “A Transformatory Ethic of Inclusion: Rupturing Concepts of Disability and Inclusion” (2010) (0)
A Review of “Preaching Eugenics: Religious Leaders and the American Eugenics Movement; Conceiving Parenthood: American Protestantism and the Spirit of Reproduction” (2010) (0)
An assembly comprising a chassis and a detachably connected to the chassis linkable child seat, such a chassis, as well as such a child seat. (2008) (0)
Learning Challenges for Adults with Learning Disabilities (2011) (0)

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What Schools Are Affiliated With Mark Mostert?

Mark Mostert is affiliated with the following schools: