Kate Thornton

895 total citations
40 papers, 510 citations indexed

About

Kate Thornton is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Kate Thornton has authored 40 papers receiving a total of 510 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 12 papers in Developmental and Educational Psychology and 7 papers in Social Psychology. Recurrent topics in Kate Thornton's work include Teacher Education and Leadership Studies (21 papers), Educational and Psychological Assessments (12 papers) and Early Childhood Education and Development (11 papers). Kate Thornton is often cited by papers focused on Teacher Education and Leadership Studies (21 papers), Educational and Psychological Assessments (12 papers) and Early Childhood Education and Development (11 papers). Kate Thornton collaborates with scholars based in New Zealand, Australia and Canada. Kate Thornton's co-authors include Sue Cherrington, Pak Yoong, Marc Wilson, Liz Jones, Michael Coory, Onikia Brown, Stephen Marshall and Joseph J. Molnar and has published in prestigious journals such as SHILAP Revista de lepidopterología, Breast Cancer Research and Treatment and Journal of Health Care for the Poor and Underserved.

In The Last Decade

Kate Thornton

35 papers receiving 457 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kate Thornton New Zealand	13	387	131	67	57	49	40	510
Joakim Caspersen Norway	9	300 0.8×	60 0.5×	58 0.9×	20 0.4×	34 0.7×	40	401
G.M. Steyn South Africa	11	285 0.7×	69 0.5×	37 0.6×	26 0.5×	22 0.4×	59	410
Neil Dempster Australia	14	400 1.0×	66 0.5×	49 0.7×	21 0.4×	28 0.6×	51	489
Anneli Sarja Finland	10	422 1.1×	59 0.5×	59 0.9×	27 0.5×	92 1.9×	22	525
Jan Robertson New Zealand	12	341 0.9×	98 0.7×	29 0.4×	22 0.4×	38 0.8×	38	457
John De Nobile Australia	12	383 1.0×	75 0.6×	149 2.2×	47 0.8×	21 0.4×	54	559
Mark Boylan United Kingdom	13	467 1.2×	90 0.7×	29 0.4×	30 0.5×	60 1.2×	39	601
Donald G. Hackmann United States	13	444 1.1×	38 0.3×	80 1.2×	28 0.5×	20 0.4×	65	556
Coral Mitchell Canada	10	473 1.2×	119 0.9×	26 0.4×	15 0.3×	44 0.9×	19	554
Linda Hammersley‐Fletcher United Kingdom	13	559 1.4×	88 0.7×	47 0.7×	9 0.2×	44 0.9×	34	661

Countries citing papers authored by Kate Thornton

Since Specialization

Citations

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

Fields of papers citing papers by Kate Thornton

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kate Thornton

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

Thornton, Kate. (2025). Mentoring preparation for New Zealand secondary school teachers: insights from an effective programme. International Journal of Mentoring and Coaching in Education. 14(4). 365–379.

Thornton, Kate. (2025). Embedding a culture of mentoring in a school: A case study. SHILAP Revista de lepidopterología. 39(1). 1–20.

Marshall, Stephen, et al.. (2024). Quality assurance dysfunctions. Quality in Higher Education. 30(3). 486–507. 2 indexed citations

Thornton, Kate. (2024). Mentoring preparation in educational contexts: a review of the literature. International Journal of Mentoring and Coaching in Education. 13(4). 441–456. 5 indexed citations

Thornton, Kate, et al.. (2023). How’s your CQ?: Effect of Study Abroad and Classroom-based Cultural Experiences on Cultural Intelligence Levels in Traditional Students. Frontiers The Interdisciplinary Journal of Study Abroad. 35(1). 115–151. 1 indexed citations

Thornton, Kate, et al.. (2022). Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector. The New Zealand Annual Review of Education. 27. 60–78.

Thornton, Kate. (2021). Leading through COVID-19: New Zealand secondary principals describe their reality. Educational Management Administration & Leadership. 49(3). 393–409. 80 indexed citations

Thornton, Kate. (2020). Lessons from leading through COVID-19: Secondary principals’ perspectives. set Research Information for Teachers. 52–59. 2 indexed citations

Coory, Michael & Kate Thornton. (2019). Randomised clinical endpoint studies for trastuzumab biosimilars: a systematic review. Breast Cancer Research and Treatment. 176(1). 17–25. 4 indexed citations

10.

Thornton, Kate, et al.. (2018). Distributed leadership in ECE: perceptions and practices. Early Years Journal of International Research and Development. 41(2-3). 128–143. 20 indexed citations

11.

Thornton, Kate, et al.. (2017). Effective leadership practices leading to distributed leadership. SHILAP Revista de lepidopterología. 32(2). 33–45. 13 indexed citations

12.

Thornton, Kate, et al.. (2016). Implications of a shadowing/mentoring programme for aspiring principals. International Journal of Mentoring and Coaching in Education. 5(3). 253–271. 10 indexed citations

13.

Thornton, Kate, et al.. (2015). Mentoring in Early Childhood Education: A Compilation of Thinking, Pedagogy and Practice.. 7 indexed citations

14.

Thornton, Kate. (2014). Mentors as educational leaders and change agents. International Journal of Mentoring and Coaching in Education. 3(1). 18–31. 49 indexed citations

15.

Cherrington, Sue & Kate Thornton. (2013). Continuing professional development in early childhood education in New Zealand. Early Years Journal of International Research and Development. 33(2). 119–132. 32 indexed citations

16.

Thornton, Kate, et al.. (2012). Professional learning communities in early childhood education. 27(2). 51. 15 indexed citations

17.

Thornton, Kate & Pak Yoong. (2011). Mixing face-to-face and online interactions in a leadership development programme: a blended action learning approach. 22(3). 401–420. 2 indexed citations

18.

Thornton, Kate. (2010). 'School Leadership and Student Outcomes': The Best Evidence Synthesis Iteration: Relevance for Early Childhood Education and Implications for Leadership Practice. 25(1). 31. 10 indexed citations

19.

Thornton, Kate, et al.. (2009). Conceptualising leadership in early childhood education in Aotearoa New Zealand. Research Commons (University of Waikato). 19 indexed citations

20.

Thornton, Kate. (1994). Directions and Opportunities in Health Informatics in British Columbia. Methods of Information in Medicine. 33(3). 299–301. 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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