Countries citing papers authored by Christine Redman
Since
Specialization
Citations
This map shows the geographic impact of Christine Redman'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 Christine Redman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Christine Redman more than expected).
Fields of papers citing papers by Christine Redman
This network shows the impact of papers produced by Christine Redman. 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 Christine Redman. The network helps show where Christine Redman may publish in the future.
Co-authorship network of co-authors of Christine Redman
This figure shows the co-authorship network connecting the top 25 collaborators of Christine Redman.
A scholar is included among the top collaborators of Christine Redman 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 Christine Redman. Christine Redman is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Gilbert, Andrew, Linda Hobbs, M. Gail Jones, et al.. (2018). Principal Perceptions Regarding the Impact of School- University Partnerships in Primary Science Contexts. UTAS Research Repository. 11(2). 73–83.4 indexed citations
Hobbs, Linda, M. Gail Jones, John Kenny, et al.. (2016). Successful university-school partnerships - An interpretive framework. eCite Digital Repository (University of Tasmania).1 indexed citations
7.
Pierce, R. Christopher, et al.. (2016). Exploring collaborative online problem solving as opportunity for primary students' development of positive Mathematical Identity. Minerva Access (University of Melbourne).
8.
Kenny, John, et al.. (2015). Establishing school university partnerships to teach science – Does what worked for us work for you?. eCite Digital Repository (University of Tasmania). 2029–2040.1 indexed citations
9.
Delaney, Seamus, et al.. (2014). CONTEMPORARY PRACTICES OF TECHNOLOGY AND ITS AFFORDANCES: PERCEPTIONS OF PRE-SERVICE TEACHERS ON THE UTILIZATION OF TECHNOLOGY IN TEACHING AND LEARNING PRACTICE. EDULEARN14 Proceedings. 2472–2481.1 indexed citations
10.
Delaney, Seamus & Christine Redman. (2014). Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers. Deakin Research Online (Deakin University). 2014(1). 369–373.1 indexed citations
11.
Redman, Christine, et al.. (2014). Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies. International Association for Development of the Information Society. 2014(1).1 indexed citations
12.
Jones, Mellita, Gail Chittleborough, Christine Redman, et al.. (2014). Science Teacher Educator Partnerships with Schools (STEPS): Developing an Interpretive Framework for Primary Science Teacher Education. Deakin Research Online (Deakin University). 1–10.1 indexed citations
Redman, Christine, et al.. (2013). Teaching teachers for the future: Modelling and exploring immersive personal learning networks. Research Bank (Australian Catholic University). 27(3). 54–62.14 indexed citations
15.
Redman, Christine & Do Coyle. (2012). The social, cultural and affective factors that support good practices with new technologies. 266–281.1 indexed citations
Redman, Christine. (2008). Contributions of video-podcasting and blogging to increase reflection in science education learning at tertiary level. EdMedia: World Conference on Educational Media and Technology. 2008(1). 3908–3916.1 indexed citations
18.
White, Richard, Paul L. Gardner, Malcolm Carr, et al.. (2008). ASERA: brief histor(y/ies). Cultural Studies of Science Education. 4(2). 263–301.
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.