Cathrine Maiorca

723 total citations · 1 hit paper
17 papers, 438 citations indexed

About

Cathrine Maiorca is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Cathrine Maiorca has authored 17 papers receiving a total of 438 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 6 papers in Developmental and Educational Psychology and 4 papers in Computer Science Applications. Recurrent topics in Cathrine Maiorca's work include Innovative Teaching and Learning Methods (5 papers), Science Education and Pedagogy (5 papers) and Teaching and Learning Programming (4 papers). Cathrine Maiorca is often cited by papers focused on Innovative Teaching and Learning Methods (5 papers), Science Education and Pedagogy (5 papers) and Teaching and Learning Programming (4 papers). Cathrine Maiorca collaborates with scholars based in United States. Cathrine Maiorca's co-authors include Margaret J. Mohr‐Schroeder, Thomas Roberts, Christa Jackson, Sarah B. Bush, Micah Stohlmann, D. Craig Schroeder, Tamara Moore, Kathleen Cramer, Megan Burton and Kristin Cook and has published in prestigious journals such as International Journal of STEM Education, School Science and Mathematics and International Journal of Science and Mathematics Education.

In The Last Decade

Cathrine Maiorca

17 papers receiving 419 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.

Students’ perceptions of STEM learning after participating in a summer informal learning experience

2018 166 citations Thomas Roberts, Christa Jackson et al. International Journal of STEM Education profile →

Peers

Cathrine Maiorca

EDUCA

DEP

CSA

ECP

Thomas Roberts United States

D. Craig Schroeder United States

Heidi Cian United States

Jeffrey J. Kuenzi United States

Catherine Koehler United States

Edy Hafizan Mohd Shahali Malaysia

Haydée De Loof Belgium

Marina Milner‐Bolotin Canada

Annemie Struyf Belgium

Lieve Thibaut Belgium

Thomas Roberts United States

Cathrine Maiorca

210 ×0.8

EDUCA

91 ×0.9

75 ×0.8

DEP

59 ×0.8

CSA

49 ×0.9

ECP

Citations per year, relative to Cathrine Maiorca Cathrine Maiorca (= 1×) peers Thomas Roberts

Countries citing papers authored by Cathrine Maiorca

Since Specialization

Citations

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

Fields of papers citing papers by Cathrine Maiorca

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cathrine Maiorca

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

All Works

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17 of 17 papers shown

Cook, Kristin, Christa Jackson, Sarah B. Bush, et al.. (2024). “No, This Is Not My Boyfriend’s Computer”: Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation. 7(3). 444–462. 3 indexed citations

Maiorca, Cathrine, et al.. (2023). Model-Eliciting Activities: Pre-Service Teachers’ Perceptions of Integrated STEM. Education Sciences. 13(12). 1247–1247. 6 indexed citations

Roberts, Thomas, Cathrine Maiorca, Christa Jackson, & Margaret J. Mohr‐Schroeder. (2022). Integrated STEM as Problem-Solving Practices. Investigations in Mathematics Learning. 14(1). 1–13. 14 indexed citations

Mohr‐Schroeder, Margaret J., Thomas Roberts, Sarah B. Bush, et al.. (2022). Discursive Practices and the Digital Divide. Kappa Delta Pi Record. 58(sup1). 68–72. 1 indexed citations

Bush, Sarah B., Thomas Roberts, Cathrine Maiorca, et al.. (2022). Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society. Pedagogies An International Journal. 19(1). 60–79. 10 indexed citations

Burton, Megan, et al.. (2022). The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM. Education Sciences. 12(2). 82–82. 10 indexed citations

Jackson, Christa, et al.. (2021). Equity-Oriented Conceptual Framework for K-12 STEM literacy. International Journal of STEM Education. 8(1). 60 indexed citations

Maiorca, Cathrine, et al.. (2020). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education. 19(1). 45–64. 73 indexed citations

Maiorca, Cathrine & Margaret J. Mohr‐Schroeder. (2020). Elementary preservice teachers' integration of engineering into STEM lesson plans. School Science and Mathematics. 120(7). 402–412. 25 indexed citations

10.

Maiorca, Cathrine. (2020). A Case Study: Students' Mathematics-Related Beliefs From Integrated STEM Model-Eliciting Activities. Digital Scholarship - UNLV (University of Nevada Reno). 4 indexed citations

11.

Shih, Jeffrey C., et al.. (2019). The Influence of Students’ Self-Perceptions and Mathematics Experiences on Learning More Mathematics in the Future. Investigations in Mathematics Learning. 11(3). 220–229. 2 indexed citations

12.

Roberts, Thomas, Christa Jackson, Margaret J. Mohr‐Schroeder, et al.. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education. 5(1). 35–35. 166 indexed citations breakdown →

13.

Stohlmann, Micah, et al.. (2017). Elementary Teachers' Engineering Design Activities from a State without Engineering Standards.. Science educator. 26(1). 48–59. 3 indexed citations

14.

Stohlmann, Micah, et al.. (2017). A Case Study of Teachers’ Development of Well-Structured Mathematical Modelling Activities. Mathematics teacher education and development. 19(2). 4–24. 7 indexed citations

15.

Maiorca, Cathrine & Micah Stohlmann. (2016). Inspiring students in integrated STEM education through modeling activities. 153. 9 indexed citations

16.

Stohlmann, Micah, et al.. (2015). Preservice Secondary Teachers' Conceptions From a Mathematical Modeling Activity and Connections to the Common Core State Standards. The Mathematics educator. 24(1). 8 indexed citations

17.

Stohlmann, Micah, Kathleen Cramer, Tamara Moore, & Cathrine Maiorca. (2015). Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge.. Mathematics teacher education and development. 16(2). 4–24. 37 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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