Kathy Malone

476 total citations
29 papers, 282 citations indexed

About

Kathy Malone is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Kathy Malone has authored 29 papers receiving a total of 282 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 11 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Kathy Malone's work include Science Education and Pedagogy (13 papers), Educational Strategies and Epistemologies (5 papers) and Online and Blended Learning (4 papers). Kathy Malone is often cited by papers focused on Science Education and Pedagogy (13 papers), Educational Strategies and Epistemologies (5 papers) and Online and Blended Learning (4 papers). Kathy Malone collaborates with scholars based in United States, Kazakhstan and Türkiye. Kathy Malone's co-authors include Karen E. Irving, Christian D. Schunn, Janet Helmer, Dilrabo Jonbekova, Rachel Kajfez, Brian Edmiston, Bridget Goodman, Zakee L. Sabree, Cheryl L. Somers and Lin Ding and has published in prestigious journals such as SHILAP Revista de lepidopterología, Science Education and International Journal of Science Education.

In The Last Decade

Kathy Malone

25 papers receiving 255 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kathy Malone United States	10	223	79	41	30	15	29	282
Joi Merritt United States	8	233 1.0×	96 1.2×	28 0.7×	20 0.7×	21 1.4×	17	296
Peter Rillero United States	9	269 1.2×	77 1.0×	26 0.6×	39 1.3×	19 1.3×	33	355
Angela T. Barlow United States	9	310 1.4×	97 1.2×	19 0.5×	26 0.9×	19 1.3×	46	381
Chandra Hawley Orrill United States	13	379 1.7×	89 1.1×	45 1.1×	22 0.7×	16 1.1×	49	451
Brooke A. Whitworth United States	11	308 1.4×	84 1.1×	17 0.4×	21 0.7×	20 1.3×	46	380
Külli Kori Estonia	9	166 0.7×	78 1.0×	118 2.9×	54 1.8×	17 1.1×	19	294
Brian J. Foley United States	8	132 0.6×	108 1.4×	29 0.7×	25 0.8×	40 2.7×	20	251
Kyoo-Lak Cho United States	4	250 1.1×	217 2.7×	31 0.8×	38 1.3×	21 1.4×	24	346
Miki K. Tomita United States	6	392 1.8×	141 1.8×	19 0.5×	23 0.8×	13 0.9×	9	452
Lisa Martin‐Hansen United States	6	181 0.8×	75 0.9×	19 0.5×	20 0.7×	21 1.4×	18	272

Countries citing papers authored by Kathy Malone

Since Specialization

Citations

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

Fields of papers citing papers by Kathy Malone

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kathy Malone

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

Goodman, Bridget, et al.. (2025). ‘I should conduct action research more often’: teacher educators’ professional development through action research. Educational Action Research. 33(3). 454–471. 3 indexed citations

Polat, Filiz, et al.. (2023). Factors affecting multi-stakeholders perspectives towards inclusive early childhood education (IECE) in Kazakhstan. Children and Youth Services Review. 155. 107224–107224. 2 indexed citations

Malone, Kathy, et al.. (2023). Teachers’ perspectives of national assessment reform in Kazakhstani secondary education. SN Social Sciences. 3(3). 2 indexed citations

Malone, Kathy, et al.. (2023). Turkish and American science teachers’ perceptions about science models and modelling. 3(1). 33–42. 2 indexed citations

Malone, Kathy, et al.. (2023). The use of drama in science instruction—a review of the literature. SN Social Sciences. 3(9). 1 indexed citations

Malone, Kathy, et al.. (2023). Modelling-based pedagogy as a theme across science disciplines–Effects on scientific reasoning and content understanding. European Journal of Science and Mathematics Education. 11(4). 717–737.

Malone, Kathy, et al.. (2023). Lazy lizards in a drought: Science modeling and English learners. Science Activities. 60(3). 107–118. 3 indexed citations

Malone, Kathy, et al.. (2023). Key Stakeholders’ Perspectives and Experiences of 12-Year Schooling Reform in the Context of Kazakhstan: A Long-Term Pilot Implementation. European Education. 55(2). 105–122. 2 indexed citations

Malone, Kathy, et al.. (2022). Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem. Contemporary Educational Technology. 14(4). ep386–ep386. 1 indexed citations

10.

Malone, Kathy, et al.. (2022). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change. 24(4). 727–757. 20 indexed citations

11.

Malone, Kathy, et al.. (2021). Construction and Evaluation of an Instrument to Measure High School Students Biological Content Knowledge. Eurasia Journal of Mathematics Science and Technology Education. 17(12). em2048–em2048. 2 indexed citations

12.

Malone, Kathy, et al.. (2020). Preservice teachers perceptions about the use of blended learning in a science education methods course. Smart Learning Environments. 7(1). 25 indexed citations

13.

Malone, Kathy, et al.. (2020). Modelling in STEM: The tale of two countries in Central Asia.. 1347–1355. 1 indexed citations

14.

Helmer, Janet, et al.. (2019). Challenges and Benefits of Blended Learning in Higher Education. Nazarbayev University Repository (Nazarbayev University). 2(1). 22–31. 42 indexed citations

15.

Kajfez, Rachel, et al.. (2019). The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools. Purdue e-Pubs (Purdue University System). 9(2). 15 indexed citations

16.

Malone, Kathy, et al.. (2017). Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling. Journal of Science Education and Technology. 27(1). 30–44. 27 indexed citations

17.

Malone, Kathy, et al.. (2016). Computer Modeling and Programming in Algebra. 281–286. 3 indexed citations

18.

Malone, Kathy, et al.. (2016). Development of the Secondary-Biology Concept Inventory (S-BCI): A study of content and construct validation. 1 indexed citations

19.

Malone, Kathy, et al.. (2008). A Case Study of Student Performance following a Switch to a Modeling-Based Physics First Course Sequence.. 2 indexed citations

20.

Malone, Kathy, et al.. (1995). Exploring Newton’s third law. The Physics Teacher. 33(6). 410–411. 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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