Kathryn Young

609 total citations
34 papers, 334 citations indexed

About

Kathryn Young is a scholar working on Education, Sociology and Political Science and Safety Research. According to data from OpenAlex, Kathryn Young has authored 34 papers receiving a total of 334 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 10 papers in Sociology and Political Science and 7 papers in Safety Research. Recurrent topics in Kathryn Young's work include Collaborative Teaching and Inclusion (9 papers), Teacher Education and Leadership Studies (9 papers) and Parental Involvement in Education (6 papers). Kathryn Young is often cited by papers focused on Collaborative Teaching and Inclusion (9 papers), Teacher Education and Leadership Studies (9 papers) and Parental Involvement in Education (6 papers). Kathryn Young collaborates with scholars based in United States, United Kingdom and Jamaica. Kathryn Young's co-authors include Lani Florian, Martyn Rouse, Saran Stewart, Wenbo Xu, Francesina R. Jackson, Zachary Demko, Joy Banks, Peter Benn, Svjetlana Curcic and Nels Grevstad and has published in prestigious journals such as Teaching and Teacher Education, Prenatal Diagnosis and Psychology in the Schools.

In The Last Decade

Kathryn Young

29 papers receiving 297 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kathryn Young United States	9	235	116	82	38	32	34	334
Hilary Cremin United Kingdom	14	276 1.2×	278 2.4×	46 0.6×	49 1.3×	26 0.8×	30	452
Judith Loveridge New Zealand	11	266 1.1×	107 0.9×	30 0.4×	41 1.1×	22 0.7×	34	346
Stefan Ramaekers Belgium	9	191 0.8×	138 1.2×	22 0.3×	51 1.3×	18 0.6×	49	325
John I’Anson United Kingdom	11	252 1.1×	178 1.5×	46 0.6×	23 0.6×	13 0.4×	31	368
Suanne Gibson United Kingdom	11	305 1.3×	95 0.8×	174 2.1×	38 1.0×	22 0.7×	13	433
Berenice Nyland Australia	10	203 0.9×	121 1.0×	20 0.2×	43 1.1×	20 0.6×	54	304
Warren Crichlow Canada	5	211 0.9×	132 1.1×	66 0.8×	59 1.6×	43 1.3×	14	317
Rosi Andrade United States	6	231 1.0×	69 0.6×	31 0.4×	37 1.0×	13 0.4×	8	339
John W. Tippeconnic United States	9	254 1.1×	70 0.6×	38 0.5×	22 0.6×	20 0.6×	23	337
Elizabeth Cramer United States	11	217 0.9×	65 0.6×	68 0.8×	60 1.6×	34 1.1×	43	335

Countries citing papers authored by Kathryn Young

Since Specialization

Citations

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

Fields of papers citing papers by Kathryn Young

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kathryn Young

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

Grevstad, Nels, et al.. (2025). Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress: Insights From First‐Year Teachers. Psychology in the Schools. 62(8). 2463–2481.

Young, Kathryn, et al.. (2021). Comparing 2 Years of Empowering Families to Solve Real-World Problems with AI. KI - Künstliche Intelligenz. 35(2). 207–219. 3 indexed citations

Young, Kathryn. (2021). Microaggressive Hierarchical Intersectionalities. 32(1). 78–103. 4 indexed citations

Young, Kathryn, et al.. (2017). Take a SIP of This: Peer-to-Peer Promotion of Strong Instructional Practice.. International journal on teaching and learning in higher education. 29(3). 571–579.

Curcic, Svjetlana, et al.. (2015). Teachers’ needs and preparation to use technology in the U.S. and Japan K-12: Learning from teachers. 3(3). 3. 1 indexed citations

Young, Kathryn, et al.. (2014). Planning "Lessons for Everybody" in Secondary Classrooms. American secondary education. 43(1). 25–32. 3 indexed citations

Young, Kathryn, et al.. (2014). Hierarchical microaggressions in higher education.. Journal of Diversity in Higher Education. 8(1). 61–71. 68 indexed citations

Young, Kathryn & Lani Florian. (2012). Researching teacher education for inclusion: using a methodological memo. International Journal of Research & Method in Education. 36(4). 355–371. 10 indexed citations

Young, Kathryn. (2011). Combined Credential Programs: Pedagogic, Practical, and Ideological Concerns.. Teacher education quarterly (Claremont, Calif.). 38(2). 7–26. 8 indexed citations

10.

Florian, Lani, Kathryn Young, & Martyn Rouse. (2010). Preparing teachers for inclusive and diverse educational environments: studying curricular reform in an initial teacher education course. International Journal of Inclusive Education. 14(7). 709–722. 108 indexed citations

11.

Young, Kathryn. (2010). Institutional separation in schools of education: Understanding the functions of space in general and special education teacher preparation. Teaching and Teacher Education. 27(2). 483–493. 23 indexed citations

12.

Young, Kathryn. (2009). I have a student who…. Narrative Inquiry. 19(2). 356–371. 4 indexed citations

13.

Young, Kathryn. (2008). I don't think I'm the right person for that: Theoretical and pedagogical questions about combined credential programs. Disability Studies Quarterly. 28(4). 1 indexed citations

14.

Young, Kathryn. (2008). "I Don't Think I'm the Right Person For That": Theoretical and Institutional Questions about a Combined Credential Program. Disability Studies Quarterly. 28(4). 8 indexed citations

15.

Young, Kathryn, et al.. (2008). A comparison: difference, dependency, and stigmatization in special education and disability studies. 499–516. 5 indexed citations

16.

Banks, Joy, et al.. (2007). Perceptions of African American and European American Teachers on the Education of African American Boys.. Multiple Voices for Ethnically Diverse Exceptional Learners. 10. 160–172. 1 indexed citations

17.

Young, Kathryn. (2007). An alternative model of special education teacher education socialization. Teaching and Teacher Education. 24(4). 901–914. 12 indexed citations

18.

Banks, Joy, et al.. (2007). Perceptions of African American and European American Teachers on the Education of African American Boys. Multiple Voices for Ethnically Diverse Exceptional Learners. 10(1-2). 160–172. 1 indexed citations

19.

Young, Kathryn, et al.. (2005). Voices of African American Boys with Behavior Problems: Perspectives on Schooling.. Multiple Voices for Ethnically Diverse Exceptional Learners. 8(1). 1–16. 2 indexed citations

20.

Young, Kathryn, et al.. (2005). Voices of African American Boys with Behavior Problems Perspectives on Schooling. Multiple Voices for Ethnically Diverse Exceptional Learners. 8(1). 1–16. 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.

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