Kate Day

483 total citations
19 papers, 320 citations indexed

About

Kate Day is a scholar working on Education, Sociology and Political Science and Management Science and Operations Research. According to data from OpenAlex, Kate Day has authored 19 papers receiving a total of 320 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 4 papers in Sociology and Political Science and 2 papers in Management Science and Operations Research. Recurrent topics in Kate Day's work include Evaluation of Teaching Practices (6 papers), Reflective Practices in Education (4 papers) and Online and Blended Learning (4 papers). Kate Day is often cited by papers focused on Evaluation of Teaching Practices (6 papers), Reflective Practices in Education (4 papers) and Online and Blended Learning (4 papers). Kate Day collaborates with scholars based in United Kingdom, Germany and United States. Kate Day's co-authors include Charles Anderson, Patrick McLaughlin, Paul White, Dai Hounsell, Ray Land, David Rollason, Ranald C. Michie, Ruth W. Grant, Nancy Falchikov and Judith Litjens and has published in prestigious journals such as Journal of Geophysical Research Atmospheres, Trends in Pharmacological Sciences and Studies in Higher Education.

In The Last Decade

Kate Day

19 papers receiving 279 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kate Day United Kingdom	9	211	92	54	34	26	19	320
Sue Cornforth New Zealand	8	135 0.6×	61 0.7×	62 1.1×	23 0.7×	34 1.3×	25	257
Jim Cumming Australia	9	206 1.0×	155 1.7×	22 0.4×	45 1.3×	22 0.8×	10	284
Isabelle Skakni United Kingdom	9	122 0.6×	169 1.8×	34 0.6×	35 1.0×	57 2.2×	18	283
Marie Parker‐Jenkins United Kingdom	8	164 0.8×	55 0.6×	110 2.0×	17 0.5×	11 0.4×	29	262
Anna Traianou United Kingdom	8	113 0.5×	51 0.6×	124 2.3×	29 0.9×	17 0.7×	20	292
José Luis Lalueza Spain	11	275 1.3×	41 0.4×	51 0.9×	7 0.2×	39 1.5×	56	388
Janet Powney United Kingdom	10	190 0.9×	22 0.2×	80 1.5×	9 0.3×	10 0.4×	42	290
Deandra Little United States	9	250 1.2×	20 0.2×	56 1.0×	18 0.5×	10 0.4×	33	356
Mariam Attia United Kingdom	3	60 0.3×	46 0.5×	70 1.3×	12 0.4×	17 0.7×	3	225
Deborah Heck Australia	10	173 0.8×	17 0.2×	42 0.8×	16 0.5×	44 1.7×	24	264

Countries citing papers authored by Kate Day

Since Specialization

Citations

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

Fields of papers citing papers by Kate Day

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kate Day

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

All Works

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19 of 19 papers shown

Haywood, Jeff, et al.. (2011). Learning technology in Scottish higher education - a survey of the views of senior managers, academic staff and 'experts'. Research in Learning Technology. 8(2). 4 indexed citations

Day, Kate. (2009). Creating And Sustaining Effective Learning Environments. 1(1). 10 indexed citations

Anderson, Charles, Kate Day, & Patrick McLaughlin. (2008). Student perspectives on the dissertation process in a masters degree concerned with professional practice. Studies in Continuing Education. 30(1). 33–49. 42 indexed citations

Anderson, Charles, Kate Day, Ranald C. Michie, & David Rollason. (2006). Engaging with Historical Source Work. Arts and Humanities in Higher Education. 5(3). 243–263. 14 indexed citations

Anderson, Charles, Kate Day, & Patrick McLaughlin. (2006). Mastering the dissertation: lecturers’ representations of the purposes and processes of Master’s level dissertation supervision. Studies in Higher Education. 31(2). 149–168. 99 indexed citations

Anderson, Charles, Kate Day, Jenny Hounsell, et al.. (2006). ENHANCING TEACHING-LEARNING ENVIRONMENTS IN UNDERGRADUATE COURSES. 19 indexed citations

Anderson, Charles & Kate Day. (2005). University history teaching: disciplinary distinctiveness, design and dialogue. SAS-Space (University of London). 2 indexed citations

Anderson, Charles & Kate Day. (2005). Purposive environments: Engaging students in the values and practices of history. Higher Education. 49(3). 319–343. 31 indexed citations

Williams, Richard G., Kate Day, Vassil Roussenov, & Richard Wood. (2002). Role of the overturning circulation in determining the potential vorticity over the abyssal ocean. Journal of Geophysical Research Atmospheres. 107(C10). 4 indexed citations

10.

Day, Kate & Paul White. (2002). Choice or circumstance: The UK as the location of asylum applications by Bosnian and Somali refugees. GeoJournal. 56(1). 15–26. 32 indexed citations

11.

Macleod, Hamish, et al.. (2002). Evaluating networked learning: developing a multi-disciplinary multi-method approach. Dialnet (Universidad de la Rioja). 169–192. 2 indexed citations

12.

Anderson, Charles, Kate Day, Jeff Haywood, Ray Land, & Hamish Macleod. (2000). Mapping the Territory: issues in evaluating large-scale learning technology initiatives.. Educational Technology & Society. 3. 2 indexed citations

13.

Haywood, Jeff, et al.. (2000). Learning technology in Scottish higher education - a survey of the views of senior managers, academic staff and ‘experts’. ALT-J. 8(2). 5–17. 6 indexed citations

14.

McQueen, Daniel S., Kate Day, & Ray Land. (1999). How do we make the most of undergraduate placements in industry?. Trends in Pharmacological Sciences. 20(12). 471–472. 1 indexed citations

15.

Day, Kate, Ruth W. Grant, & Dai Hounsell. (1998). Reviewing Your Teaching.. OpenGrey (Institut de l'Information Scientifique et Technique). 10 indexed citations

16.

Hounsell, Dai, Hilary Tait, & Kate Day. (1997). Feedback on courses and programmes of study: a handbook. OpenGrey (Institut de l'Information Scientifique et Technique). 5 indexed citations

17.

Hounsell, Dai, et al.. (1996). The ASSHE Inventory: Changing Assessment Practices in Scottish Higher Education. OpenGrey (Institut de l'Information Scientifique et Technique). 31 indexed citations

18.

Day, Kate, et al.. (1994). Reflections on postgraduate training: the Sheffield experience. Journal of Geography in Higher Education. 18(3). 366–370. 1 indexed citations

19.

Munro, Alan, Kate Day, & R. L. Gardner. (1974). The use of chimaeric mice to search for gene transfer in the immune response.. PubMed. 27(4). 525–30. 5 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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