Kathryn Crawford

1.3k total citations
27 papers, 927 citations indexed

About

Kathryn Crawford is a scholar working on Education, Developmental and Educational Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Kathryn Crawford has authored 27 papers receiving a total of 927 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Human Factors and Ergonomics. Recurrent topics in Kathryn Crawford's work include Evaluation of Teaching Practices (6 papers), Innovative Education and Learning Practices (5 papers) and Mathematics Education and Teaching Techniques (5 papers). Kathryn Crawford is often cited by papers focused on Evaluation of Teaching Practices (6 papers), Innovative Education and Learning Practices (5 papers) and Mathematics Education and Teaching Techniques (5 papers). Kathryn Crawford collaborates with scholars based in Australia, United Kingdom and Canada. Kathryn Crawford's co-authors include Jackie Nicholas, Michael Prosser, Sue Gordon, Ian Johnston, Peter Fletcher, Helen Hasan, Geoff Smith, Leigh Wood, Geoff D.C. Ball and Tony Greening and has published in prestigious journals such as Journal of the Association for Information Systems, Learning and Instruction and Studies in Higher Education.

In The Last Decade

Kathryn Crawford

27 papers receiving 753 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kathryn Crawford Australia 12 729 237 89 86 82 27 927
Johann Engelbrecht South Africa 19 934 1.3× 257 1.1× 141 1.6× 134 1.6× 137 1.7× 68 1.2k
Robyn Pierce Australia 20 882 1.2× 237 1.0× 98 1.1× 47 0.5× 71 0.9× 76 1.2k
Naomi Chudowsky United States 12 980 1.3× 393 1.7× 98 1.1× 90 1.0× 11 0.1× 29 1.3k
Krista D. Mattern United States 18 729 1.0× 104 0.4× 63 0.7× 29 0.3× 41 0.5× 87 1.1k
Birgit Pepin Netherlands 22 1.2k 1.7× 246 1.0× 138 1.6× 88 1.0× 78 1.0× 80 1.5k
Michael Cavanagh Australia 16 726 1.0× 151 0.6× 45 0.5× 39 0.5× 18 0.2× 71 917
Curtis C. McKnight United States 11 1.2k 1.6× 212 0.9× 31 0.3× 29 0.3× 88 1.1× 21 1.4k
Manjula D. Sharma Australia 21 939 1.3× 293 1.2× 54 0.6× 207 2.4× 18 0.2× 71 1.2k
Julia H. Kaufman United States 17 1.1k 1.4× 207 0.9× 96 1.1× 22 0.3× 33 0.4× 98 1.4k
Sung‐Woo Cho United States 13 883 1.2× 60 0.3× 51 0.6× 35 0.4× 110 1.3× 37 1.0k

Countries citing papers authored by Kathryn Crawford

Since Specialization
Citations

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

Fields of papers citing papers by Kathryn Crawford

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kathryn Crawford

This figure shows the co-authorship network connecting the top 25 collaborators of Kathryn Crawford. A scholar is included among the top collaborators of Kathryn Crawford 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 Kathryn Crawford. Kathryn Crawford 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.
Mott, Sarah L., Kathryn Crawford, Anthony N. Snow, et al.. (2025). Effect of NPM1 Mutation Subtype and Co‐Mutation Patterns on the Outcomes of Acute Myeloid Leukemia. European Journal Of Haematology. 115(1). 29–35. 1 indexed citations
2.
Bradshaw, Tim, et al.. (2020). A systematic review of the outcomes of using voice hearing simulation in the education of health care professionals and those in training. Nurse Education Today. 96. 104626–104626. 6 indexed citations
3.
Burns, Amy, et al.. (2020). Preservice teachers’ perspectives of failure during a practicum. Teaching Education. 32(3). 237–250. 7 indexed citations
4.
Crawford, Kathryn, et al.. (2019). Embracing Wonder and Curiosity: Transforming teacher practice through escape room design. Childhood Education. 95(2). 68–75. 14 indexed citations
5.
Hasan, Helen, et al.. (2010). Blending Complexity and Activity Frameworks for a Broader and Deeper Understanding of IS. Research Online (University of Wollongong). 1–20. 10 indexed citations
6.
Crawford, Kathryn, et al.. (2007). Learning What Is Not Yet There: Knowledge Mobilization in a Communal Activity. Research Online (University of Wollongong). 1(1). 114. 5 indexed citations
7.
Hasan, Helen & Kathryn Crawford. (2007). Knowledge mobilisation in communities through socio-technical systems. Knowledge Management Research & Practice. 5(4). 237–247. 17 indexed citations
8.
Hasan, Helen & Kathryn Crawford. (2003). Socio-Technical Systems for Knowledge Mobilisation in Communities. Journal of the Association for Information Systems. 12 indexed citations
9.
Ball, Geoff D.C., et al.. (1998). Creating a diversity of mathematical experiences for tertiary students. International Journal of Mathematical Education in Science and Technology. 29(6). 827–841. 15 indexed citations
10.
Crawford, Kathryn, Sue Gordon, Jackie Nicholas, & Michael Prosser. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction. 8(5). 455–468. 167 indexed citations
11.
Crawford, Kathryn & Alan Fekete. (1996). What do exam results really measure?. 185–190. 5 indexed citations
12.
Crawford, Kathryn. (1996). Vygotskian approaches in human development in the information era. Educational Studies in Mathematics. 31(1-2). 43–62. 90 indexed citations
13.
Greening, Tony, et al.. (1996). Problem-based learning of first year computer science. 13–18. 16 indexed citations
14.
Smith, Geoff, et al.. (1996). Constructing mathematical examinations to assess a range of knowledge and skills. International Journal of Mathematical Education in Science and Technology. 27(1). 65–77. 88 indexed citations
15.
Crawford, Kathryn. (1995). What Do Vygotskian Approaches to Psychology Have to Offer Action Research?. Educational Action Research. 3(2). 239–247. 10 indexed citations
16.
Crawford, Kathryn, Sue Gordon, Jackie Nicholas, & Michael Prosser. (1994). Conceptions of mathematics and how it is learned: The perspectives of students entering university. Learning and Instruction. 4(4). 331–345. 185 indexed citations
17.
Crawford, Kathryn, et al.. (1993). Do We Practise What We Preach?: putting policy into practice in teacher education. South Pacific Journal of Teacher Education. 21(2). 111–121. 9 indexed citations
18.
Groundwater‐Smith, Susan & Kathryn Crawford. (1992). Computer Literacy and Matters of Equity. Journal of Information Techology for Teacher Education. 1(2). 215–229. 4 indexed citations
19.
Crawford, Kathryn. (1990). Language and Technology in Classroom Settings for Students from Non-Technological Cultures*. for the learning of mathematics. 10(1). 2–6. 3 indexed citations
20.
Crawford, Kathryn. (1986). Bicultural Teacher Training in Mathematics Education for Aboriginal Trainees from Traditional Communities. South Pacific Journal of Teacher Education. 14(1). 44–55. 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 Johann Engelbrecht Breakdown of academic impact, for papers by Robyn Pierce Breakdown of academic impact, for papers by Naomi Chudowsky Breakdown of academic impact, for papers by Krista D. Mattern Breakdown of academic impact, for papers by Birgit Pepin Breakdown of academic impact, for papers by Michael Cavanagh Breakdown of academic impact, for papers by Curtis C. McKnight Breakdown of academic impact, for papers by Manjula D. Sharma Breakdown of academic impact, for papers by Julia H. Kaufman Breakdown of academic impact, for papers by Sung‐Woo Cho
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