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.
Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Countries citing papers authored by Catherine Scott
Since
Specialization
Citations
This map shows the geographic impact of Catherine Scott'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 Scott with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Catherine Scott more than expected).
This network shows the impact of papers produced by Catherine Scott. 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 Scott. The network helps show where Catherine Scott may publish in the future.
Co-authorship network of co-authors of Catherine Scott
This figure shows the co-authorship network connecting the top 25 collaborators of Catherine Scott.
A scholar is included among the top collaborators of Catherine Scott 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 Scott. Catherine Scott is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Scott, Catherine, et al.. (2021). Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction. SHILAP Revista de lepidopterología.
Scott, Catherine, Paul R Weldon, & Stephen Dinham. (2010). Teach for Australia Pathway : evaluation report phase 1 of 3 (April-July 2010). ACEReSearch (Australian Council for Educational Research).4 indexed citations
Dinham, Steve & Catherine Scott. (2008). Responsive, demanding leadership. Swinburne Research Bank (Swinburne University of Technology). 32.3 indexed citations
Thurston, Wilfreda E., et al.. (2005). Silencing Women in Canada: The Effects of the Erosion of Support Programs for Farm Women. Canadian women's studies. 24(4).
Dinham, Stephen & Catherine Scott. (2002). Pressure points: school executive and educational change. Swinburne Research Bank (Swinburne University of Technology). 3(2). 35.14 indexed citations
18.
Dinham, Steve & Catherine Scott. (2002). Awards for teaching excellence: intentions and realities. Swinburne Research Bank (Swinburne University of Technology). 1.13 indexed citations
19.
Dinham, Steve & Catherine Scott. (1997). Modelling Teacher Satisfaction: Findings from 892 Teaching Staff at 71 Schools.. Srpski arhiv za celokupno lekarstvo. 87. 912–7.20 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.