Catherine Milne

1.1k total citations
46 papers, 556 citations indexed

About

Catherine Milne is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Catherine Milne has authored 46 papers receiving a total of 556 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 10 papers in Developmental and Educational Psychology and 9 papers in Social Psychology. Recurrent topics in Catherine Milne's work include Science Education and Pedagogy (8 papers), Innovative Teaching and Learning Methods (6 papers) and Educational Environments and Student Outcomes (5 papers). Catherine Milne is often cited by papers focused on Science Education and Pedagogy (8 papers), Innovative Teaching and Learning Methods (6 papers) and Educational Environments and Student Outcomes (5 papers). Catherine Milne collaborates with scholars based in United States, Australia and Germany. Catherine Milne's co-authors include Kathryn Scantlebury, Jan L. Plass, Colette Murphy, Bruce D. Homer, Ido Davidesco, Florrie Fei‐Yin Ng, Jay Verkuilen, Ruth N. Schwartz, Elizabeth O. Hayward and Yan Wang and has published in prestigious journals such as Psychological Science, British Journal of Sports Medicine and Teaching and Teacher Education.

In The Last Decade

Catherine Milne

42 papers receiving 492 citations

Peers

Countries citing papers authored by Catherine Milne

Since Specialization

Citations

This map shows the geographic impact of Catherine Milne'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 Catherine Milne with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Catherine Milne more than expected).

Fields of papers citing papers by Catherine Milne

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Catherine Milne. 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 Catherine Milne. The network helps show where Catherine Milne may publish in the future.

Co-authorship network of co-authors of Catherine Milne

This figure shows the co-authorship network connecting the top 25 collaborators of Catherine Milne. A scholar is included among the top collaborators of Catherine Milne 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 Catherine Milne. Catherine Milne is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

#	Work	Indexed citations
1	Conference report WHO informal consultation on the draft WHO Guideline on the phasing out of animal tests for the quality control of biological products 2025 ·Biologicals ·Ian M. Feavers, (unknown), Catherine Milne, Ivana Knežević, Tiequn Zhou, (unknown)	0
2	Independent control of COVID-19 vaccines by EU Official Control Authority Batch Release: challenges, strengths and successes 2023 ·npj Vaccines ·Catherine Milne, Ralf Wagner, (unknown), Martijn Bruysters, (unknown), Dieter Pullirsch, Michael Wierer, Laurent Mallet	3
3	Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom 2019 ·CBE—Life Sciences Education ·Ido Davidesco, Catherine Milne	11
4	An Interactive Robotic Fish Exhibit for Designed Settings in Informal Science Learning 2017 ·IEEE Transactions on Education ·Paul Phamduy, (unknown), Catherine Milne, Maurizio Porfiri	3
5	Professional Development through Situated Learning Techniques Adapted with Design-Based Research 2016 ·(unknown), (unknown), (unknown), Catherine Milne, Vikram Kapila	7
6	Middle School Teachers' Evolution of TPACK Understanding through Professional Development 2016 ·(unknown), (unknown), (unknown), Catherine Milne, Vikram Kapila	2
7	Deconstructing games as play: progress, power, fantasy, and self 2012 ·Cultural Studies of Science Education ·Catherine Milne	1
8	Coteaching and Disturbances: Building a Better System for Learning to Teach Science 2010 ·Research in Science Education ·Catherine Milne, Kathryn Scantlebury, (unknown), (unknown)	16
9	Assessing self-evaluation in a science methods course: Power, agency, authority and learning 2008 ·Teaching and Teacher Education ·Catherine Milne	10
10	The Beaks of Finches & the Tool Analogy: Use with Care 2008 ·The American Biology Teacher ·Catherine Milne	1
11	On Being Authentic: A Response to "No thank you, not today": Supporting Ethical and Professional Relationships in Large Qualitative Studies 2008 ·Forum qualitative Sozialforschung ·Catherine Milne	1
12	Understanding engagement: Science demonstrations and emotional energy 2007 ·Science Education ·Catherine Milne, (unknown)	73
13	Eye‐rollers, risk‐takers, and turn sharks: Target students in a professional science education program 2006 ·Journal of Research in Science Teaching ·Sonya N. Martin, Catherine Milne, Kathryn Scantlebury	14
14	Paperclips + Polymers → Problems: Learning to use Levels of Representation in a High School Chemistry Classroom 2005 ·(unknown), Catherine Milne	1
15	Autonomic Nervous System 2001 ·PubMed ·Catherine Milne	5
16	Coming to terms with information literacies : developing a university-wide introductory program 2000 ·Figshare ·Catherine Milne, (unknown)	1
17	Tertiary literacies: Integrating generic skills into the curriculum 2000 ·Catherine Milne	7
18	Negotiating values for the science curriculum: The need for dialogue and compromise 2000 ·Research in Science Education ·(unknown), Léonie J. Rennie, (unknown), Catherine Milne, (unknown)	2
19	Coming to terms with generic skills: Developing and instructional description 1998 ·Research Online (University of Wollongong) ·Catherine Milne	2
20	Metaphors as global markers for teachers' beliefs about the nature of science 1995 ·Research in Science Education ·Catherine Milne, Peter Taylor	16

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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