Amy Seakins

1.0k total citations · 1 hit paper
14 papers, 667 citations indexed

About

Amy Seakins is a scholar working on Education, Sociology and Political Science and Museology. According to data from OpenAlex, Amy Seakins has authored 14 papers receiving a total of 667 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 7 papers in Sociology and Political Science and 4 papers in Museology. Recurrent topics in Amy Seakins's work include Educational Environments and Student Outcomes (5 papers), Museums and Cultural Heritage (4 papers) and Digital Storytelling and Education (3 papers). Amy Seakins is often cited by papers focused on Educational Environments and Student Outcomes (5 papers), Museums and Cultural Heritage (4 papers) and Digital Storytelling and Education (3 papers). Amy Seakins collaborates with scholars based in United Kingdom. Amy Seakins's co-authors include Emily Dawson, Louise Archer, Jennifer DeWitt, Billy Wong, Spela Godec, Heather King, Ada Mau, Justin Dillon, Danna Greenberg and Angela Calabrese Barton and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Amy Seakins

14 papers receiving 622 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

“Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

2015 422 citations Louise Archer, Emily Dawson et al. Journal of Research in Science Teaching profile →

Peers

Amy Seakins

EDUCA

SR

SPS

DEP

ECP

Jennifer D. Adams United States

Jrène Rahm Canada

Heather King United Kingdom

Katherine P. Dabney United States

Becky Wai‐Ling Packard United States

Felicia Moore Mensah United States

Anthony Pell United Kingdom

Felicia M. Moore United States

María Varelas United States

Tina Jarvis United Kingdom

Jennifer D. Adams United States

Amy Seakins

353 ×1.0

EDUCA

133 ×0.6

SR

152 ×0.8

SPS

91 ×0.6

DEP

34 ×0.3

ECP

Citations per year, relative to Amy Seakins Amy Seakins (= 1×) peers Jennifer D. Adams

Countries citing papers authored by Amy Seakins

Since Specialization

Citations

This map shows the geographic impact of Amy Seakins's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Amy Seakins with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Seakins more than expected).

Fields of papers citing papers by Amy Seakins

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy Seakins. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Amy Seakins. The network helps show where Amy Seakins may publish in the future.

Co-authorship network of co-authors of Amy Seakins

This figure shows the co-authorship network connecting the top 25 collaborators of Amy Seakins. A scholar is included among the top collaborators of Amy Seakins based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Amy Seakins. Amy Seakins is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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14 of 14 papers shown

1.

Seakins, Amy, et al.. (2020). Mind the gap: Can a professional development programme build a university’s public engagement community?. SHILAP Revista de lepidopterología. 4(2). 3 indexed citations

2.

Dawson, Emily, Louise Archer, Amy Seakins, et al.. (2019). Selfies at the science museum: exploring girls’ identity performances in a science learning space. Gender and Education. 32(5). 664–681. 42 indexed citations

3.

Godec, Spela, Heather King, Louise Archer, Emily Dawson, & Amy Seakins. (2018). Examining Student Engagement with Science Through a Bourdieusian Notion of Field. Science & Education. 27(5-6). 501–521. 26 indexed citations

4.

Archer, Louise, Emily Dawson, Jennifer DeWitt, et al.. (2017). Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach. British Journal of Sociology of Education. 39(3). 283–298. 21 indexed citations

5.

Archer, Louise, Emily Dawson, Jennifer DeWitt, et al.. (2017). Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms. Science Education. 101(5). 741–764. 42 indexed citations

6.

Archer, Louise, et al.. (2016). “I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit. Journal of the Learning Sciences. 25(3). 438–485. 35 indexed citations

7.

Archer, Louise, Emily Dawson, Jennifer DeWitt, et al.. (2016). Science capital made clear. UCL Discovery (University College London). 3 indexed citations

8.

Archer, Louise, Emily Dawson, Amy Seakins, & Billy Wong. (2016). Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit. Cultural Studies of Science Education. 11(4). 917–939. 55 indexed citations

9.

Archer, Louise, Emily Dawson, Jennifer DeWitt, Amy Seakins, & Billy Wong. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching. 52(7). 922–948. 422 indexed citations breakdown →

10.

Seakins, Amy, et al.. (2015). Youth equity pathways in informal science learning. UCL Discovery (University College London). 1 indexed citations

11.

Dawson, Emily, et al.. (2015). Equity in informal science learning: a practice-research brief. UCL Discovery (University College London). 2 indexed citations

12.

Dawson, Emily, et al.. (2015). Pathways in informal science learning: a practice-research brief. UCL Discovery (University College London). 5 indexed citations

13.

Seakins, Amy & Justin Dillon. (2012). Exploring Research Themes in Public Engagement Within a Natural History Museum: A Modified Delphi Approach. International Journal of Science Education Part B. 3(1). 52–76. 8 indexed citations

14.

Wilkinson, Clare, Emma Weitkamp, Ann Grand, et al.. (2009). UWE Science Communication Postgraduate Papers. UWE Research Repository (UWE Bristol). 2. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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