Karen McInnes

628 total citations
22 papers, 417 citations indexed

About

Karen McInnes is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Karen McInnes has authored 22 papers receiving a total of 417 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 4 papers in Clinical Psychology and 3 papers in Developmental and Educational Psychology. Recurrent topics in Karen McInnes's work include Child Development and Digital Technology (8 papers), Early Childhood Education and Development (8 papers) and Parental Involvement in Education (4 papers). Karen McInnes is often cited by papers focused on Child Development and Digital Technology (8 papers), Early Childhood Education and Development (8 papers) and Parental Involvement in Education (4 papers). Karen McInnes collaborates with scholars based in United Kingdom and Australia. Karen McInnes's co-authors include Justine Howard, Kevin Crowley, Gareth E. Miles, D. L. Watson, Carl Emery, Phil Bayliss, Rebecca McGuire-Snieckus, Janet Rose, Amanda Thomas and Rebecca Digby and has published in prestigious journals such as Child Care Health and Development, Early Child Development and Care and European Early Childhood Education Research Journal.

In The Last Decade

Karen McInnes

20 papers receiving 368 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Karen McInnes United Kingdom	12	306	134	111	63	35	22	417
Amelia Church Australia	13	278 0.9×	95 0.7×	96 0.9×	83 1.3×	44 1.3×	30	439
Jyrki Reunamo Finland	14	333 1.1×	106 0.8×	75 0.7×	78 1.2×	61 1.7×	50	494
Francis Wardle United States	10	291 1.0×	140 1.0×	87 0.8×	63 1.0×	46 1.3×	46	425
Carolyn Roy Canada	8	236 0.8×	120 0.9×	118 1.1×	53 0.8×	25 0.7×	9	430
Joan P. Isenberg United States	9	279 0.9×	70 0.5×	66 0.6×	63 1.0×	24 0.7×	24	380
Judith T. Wagner United States	8	255 0.8×	140 1.0×	78 0.7×	57 0.9×	36 1.0×	10	379
Edward Sellman United Kingdom	11	202 0.7×	79 0.6×	148 1.3×	67 1.1×	46 1.3×	31	359
Fergus P. Hughes United States	5	158 0.5×	71 0.5×	90 0.8×	73 1.2×	56 1.6×	9	344
Sheila Degotardi Australia	17	490 1.6×	142 1.1×	137 1.2×	252 4.0×	59 1.7×	71	690
Laura McFarland Australia	13	359 1.2×	93 0.7×	211 1.9×	81 1.3×	111 3.2×	45	548

Countries citing papers authored by Karen McInnes

Since Specialization

Citations

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

Fields of papers citing papers by Karen McInnes

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karen McInnes

This figure shows the co-authorship network connecting the top 25 collaborators of Karen McInnes. A scholar is included among the top collaborators of Karen McInnes 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 Karen McInnes. Karen McInnes 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

Rose, Janet, et al.. (2019). Attachment Aware Schools: the impact of a targeted and collaborative intervention. Pastoral Care in Education. 37(2). 162–184. 18 indexed citations

Thomas, Amanda & Karen McInnes. (2017). Teaching Early Years: Theory and Practice. 3 indexed citations

Rose, Janet, et al.. (2017). Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships. Discovery Research Portal (University of Dundee). 9(1). 160–171. 3 indexed citations

McInnes, Karen, et al.. (2016). Investigating and learning from toddler play in a children’s museum. Early Child Development and Care. 188(3). 399–409. 12 indexed citations

Howard, Justine & Karen McInnes. (2013). The Essence of Play: A Practice Companion for Professionals Working with Children and Young People. ResearchSPAce (Bath Spa University). 16 indexed citations

McInnes, Karen, Justine Howard, Kevin Crowley, & Gareth E. Miles. (2013). The nature of adult–child interaction in the early years classroom: Implications for children's perceptions of play and subsequent learning behaviour. European Early Childhood Education Research Journal. 21(2). 268–282. 29 indexed citations

Watson, D. L., et al.. (2012). Children’s Social and Emotional Wellbeing in Schools. Policy Press eBooks. 4 indexed citations

Watson, D. L., et al.. (2012). Children's Social and Emotional Wellbeing in Schools. Bristol University Press eBooks. 2 indexed citations

Watson, D. L., et al.. (2012). Children's social and emotional wellbeing in schools. Bristol University Press eBooks. 46 indexed citations

10.

Watson, D. L., et al.. (2012). Children’s Social and Emotional Wellbeing in Schools. Policy Press eBooks. 1 indexed citations

11.

McInnes, Karen, et al.. (2012). The impact of children's perception of an activity as play rather than not play on emotional well‐being. Child Care Health and Development. 39(5). 737–742. 67 indexed citations

12.

McInnes, Karen, Justine Howard, Gareth E. Miles, & Kevin Crowley. (2011). Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play. Early Years Journal of International Research and Development. 31(2). 121–133. 80 indexed citations

13.

McInnes, Karen, Justine Howard, Gareth E. Miles, & Kevin Crowley. (2010). Differences in adult-child interactions during playful and formal practice conditions: An initial investigation. 34(1). 14–20. 15 indexed citations

14.

McInnes, Karen, et al.. (2010). Thinking through the challenge of a play-based curriculum: increasing playfulness via co-construction. ResearchSPAce (Bath Spa University). 7 indexed citations

15.

McInnes, Karen, Justine Howard, Gareth E. Miles, & Kevin Crowley. (2009). Behavioural Differences Exhibited by Children When Practicing a Task Under Formal and Playful Conditions. 26(2). 31. 20 indexed citations

16.

McInnes, Karen. (2009). PhD research: the role of playful practice for learning in the early years. ResearchSPAce (Bath Spa University). 1 indexed citations

17.

McInnes, Karen, Justine Howard, Gareth E. Miles, & Kevin Crowley. (2009). Behavioural differences exhibited by children when practising a task under formal and playful conditions. Educational and Child Psychology. 26(2). 31–39. 38 indexed citations

18.

Hamilton, Cindy W., et al.. (2003). Professional Workbook Principles and Practice in the Foundation Stage. ResearchSPAce (Bath Spa University).

19.

McInnes, Karen. (2002). What are the Educational Experiences of 4-Year-Olds? A comparative study of 4-year-olds in nursery and reception settings. Early Years Journal of International Research and Development. 22(2). 119–127. 11 indexed citations

20.

McInnes, Karen, et al.. (1995). Teaching the teacher: a preceptor-education program..... PubMed. 19(4). 16–20. 1 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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