Katherine Main

416 total citations
44 papers, 182 citations indexed

About

Katherine Main is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Katherine Main has authored 44 papers receiving a total of 182 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 8 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Katherine Main's work include Teacher Education and Leadership Studies (13 papers), Education Systems and Policy (11 papers) and Collaborative Teaching and Inclusion (8 papers). Katherine Main is often cited by papers focused on Teacher Education and Leadership Studies (13 papers), Education Systems and Policy (11 papers) and Collaborative Teaching and Inclusion (8 papers). Katherine Main collaborates with scholars based in Australia, United States and Germany. Katherine Main's co-authors include Donna Pendergast, Fiona Kayleen Bryer, Susan Whatman, Sarah Prestridge, Cheryl R. Ellerbrock, Peter Grimbeek, Mirjam Schmid, Loraine McKay, Tony Dowden and Georgina Barton and has published in prestigious journals such as European Neuropsychopharmacology, Education and Information Technologies and Teachers and Teaching.

In The Last Decade

Katherine Main

34 papers receiving 152 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Katherine Main Australia 8 144 33 24 22 19 44 182
Micki M. Caskey United States 9 163 1.1× 26 0.8× 17 0.7× 22 1.0× 18 0.9× 35 215
Adem Bayar Türkiye 7 186 1.3× 20 0.6× 31 1.3× 20 0.9× 14 0.7× 45 263
Alisa J. Bates United States 9 238 1.7× 29 0.9× 26 1.1× 37 1.7× 12 0.6× 22 263
Angelina Sánchez Martí Spain 8 176 1.2× 47 1.4× 19 0.8× 27 1.2× 10 0.5× 41 249
Sue Trinidad Australia 8 190 1.3× 28 0.8× 33 1.4× 22 1.0× 7 0.4× 33 247
Mehmet Fatih Karacabey Türkiye 6 198 1.4× 16 0.5× 34 1.4× 14 0.6× 8 0.4× 22 249
Rachel Shanks United Kingdom 8 171 1.2× 27 0.8× 34 1.4× 24 1.1× 10 0.5× 35 228
Clive McGee New Zealand 8 173 1.2× 32 1.0× 11 0.5× 30 1.4× 19 1.0× 25 230
Barbara Drechsel Germany 8 123 0.9× 43 1.3× 34 1.4× 40 1.8× 12 0.6× 19 179
Julie S. Long Canada 3 247 1.7× 39 1.2× 59 2.5× 22 1.0× 21 1.1× 4 285

Countries citing papers authored by Katherine Main

Since Specialization
Citations

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

Fields of papers citing papers by Katherine Main

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Katherine Main

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

All Works

20 of 20 papers shown
1.
Prestridge, Sarah, et al.. (2025). Examining online teaching practices in a K-12 setting. Distance Education. 47(1). 6–29.
2.
3.
4.
Prestridge, Sarah, Katherine Main, & Mirjam Schmid. (2023). Identifying how classroom teachers develop presence online: breaking the fourth wall in online learning. Education and Information Technologies. 29(2). 1357–1377. 5 indexed citations
5.
Main, Katherine & Susan Whatman. (2023). Pedagogical Approaches of a Targeted Social and Emotional Skilling Program to Re-Engage Young Adolescents in Schooling. Education Sciences. 13(6). 627–627. 4 indexed citations
6.
Prestridge, Sarah, et al.. (2021). A cross-cultural comparison: the socio-technical affordances of social media as a professional learning tool for teachers. Teacher Development. 25(5). 549–566. 8 indexed citations
7.
Pendergast, Donna, et al.. (2020). Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process. ˜The œAustralian journal of teacher education. 45(8). 1–22. 4 indexed citations
8.
Ellerbrock, Cheryl R., et al.. (2018). An Examination of Middle School Organizational Structures in the United States and Australia. Education Sciences. 8(4). 168–168. 11 indexed citations
9.
Prestridge, Sarah, et al.. (2017). Stalled Innovation: Examining the technological, pedagogical and content knowledge of Australian university educators.. Griffith Research Online (Griffith University, Queensland, Australia). 32(1). 1–16. 5 indexed citations
10.
Prestridge, Sarah, et al.. (2017). The pedagogy-technology nexus:. ASCILITE Publications. 173–180. 1 indexed citations
11.
Main, Katherine & Donna Pendergast. (2016). Evaluating the effectiveness of a large-scale professional development programme. Professional Development in Education. 43(5). 749–769. 10 indexed citations
12.
Pendergast, Donna, et al.. (2015). The Education Change Model as a vehicle for reform: Shifting Year 7 and implementing Junior Secondary in Queensland. University of Southern Queensland ePrints (University of Southern Queensland). 15(2). 4–18. 3 indexed citations
13.
Pendergast, Donna & Katherine Main. (2013). The Middle Years of Schooling Association's representations of young adolescents: Particularising the adolescent. Griffith Research Online (Griffith University, Queensland, Australia). 32(2). 25–30. 2 indexed citations
14.
Main, Katherine. (2010). Jumping the hurdles: establishing middle school teams. Pedagogies An International Journal. 5(2). 118–129. 1 indexed citations
15.
Main, Katherine. (2008). Effective teaching teams: Facilitators and barriers. Griffith Research Online (Griffith University, Queensland, Australia). 1 indexed citations
16.
Bryer, Fiona Kayleen & Katherine Main. (2005). Moving Middle Schooling Reform from Policy to Practice: Issues for Queensland Teachers.. Issues in educational research. 15(2). 123–144. 3 indexed citations
17.
Main, Katherine & Fiona Kayleen Bryer. (2005). What Does a 'Good' Teaching Team Look Like in a Middle School Classroom?. Griffith Research Online (Griffith University, Queensland, Australia). 196. 10 indexed citations
18.
Main, Katherine & Fiona Kayleen Bryer. (2004). Experiences of Two Beginning Teachers in Multiage-middle Phase Classrooms. Griffith Research Online (Griffith University, Queensland, Australia). 238. 3 indexed citations
19.
Main, Katherine, Fiona Kayleen Bryer, & Peter Grimbeek. (2004). Forging relationships: An integral feature of middle school practice. Griffith Research Online (Griffith University, Queensland, Australia). 4(2). 8–17. 2 indexed citations
20.
Mazzuca, Steven A., et al.. (1991). A behaviorally effective model for training of general health professionals by a rheumatology team.. PubMed. 18(1). 53–8. 2 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Micki M. Caskey Breakdown of academic impact, for papers by Adem Bayar Breakdown of academic impact, for papers by Alisa J. Bates Breakdown of academic impact, for papers by Angelina Sánchez Martí Breakdown of academic impact, for papers by Sue Trinidad Breakdown of academic impact, for papers by Mehmet Fatih Karacabey Breakdown of academic impact, for papers by Rachel Shanks Breakdown of academic impact, for papers by Clive McGee Breakdown of academic impact, for papers by Barbara Drechsel Breakdown of academic impact, for papers by Julie S. Long
Rankless by CCL
2026