Katie Weir

595 total citations
17 papers, 335 citations indexed

About

Katie Weir is a scholar working on Education, Clinical Psychology and Sociology and Political Science. According to data from OpenAlex, Katie Weir has authored 17 papers receiving a total of 335 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 2 papers in Clinical Psychology and 2 papers in Sociology and Political Science. Recurrent topics in Katie Weir's work include Student Assessment and Feedback (4 papers), Education Systems and Policy (4 papers) and Higher Education Learning Practices (3 papers). Katie Weir is often cited by papers focused on Student Assessment and Feedback (4 papers), Education Systems and Policy (4 papers) and Higher Education Learning Practices (3 papers). Katie Weir collaborates with scholars based in Australia, United States and Oman. Katie Weir's co-authors include Peter Grainger, Jennifer M. Asmus, Julia M. Hochman, Erik W. Carter, Colleen K. Moss, Lori B. Vincent, Lenore Adie, Matthew E. Brock, Elizabeth E. Biggs and Jenna Lequia and has published in prestigious journals such as Exceptional Children, Assessment & Evaluation in Higher Education and Innovations in Education and Teaching International.

In The Last Decade

Katie Weir

17 papers receiving 295 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Katie Weir Australia	9	208	115	104	65	63	17	335
Paula Kluth United States	11	205 1.0×	107 0.9×	88 0.8×	78 1.2×	106 1.7×	17	335
Susan Etscheidt United States	11	226 1.1×	169 1.5×	118 1.1×	102 1.6×	54 0.9×	36	389
Brittany L. Hott United States	11	149 0.7×	99 0.9×	76 0.7×	126 1.9×	58 0.9×	43	319
William Kinsella Ireland	12	191 0.9×	161 1.4×	74 0.7×	63 1.0×	128 2.0×	24	343
Paul Beare United States	11	254 1.2×	76 0.7×	56 0.5×	121 1.9×	51 0.8×	28	381
Hui Min Low Malaysia	11	122 0.6×	125 1.1×	34 0.3×	74 1.1×	114 1.8×	29	316
Ignacio Higareda United States	6	269 1.3×	70 0.6×	93 0.9×	179 2.8×	62 1.0×	8	452
Brenda L. Barrio United States	11	146 0.7×	66 0.6×	97 0.9×	51 0.8×	38 0.6×	34	281
Harvey Rude United States	11	219 1.1×	117 1.0×	99 1.0×	109 1.7×	51 0.8×	32	365
Nancy Burstein United States	9	295 1.4×	105 0.9×	88 0.8×	58 0.9×	21 0.3×	12	366

Countries citing papers authored by Katie Weir

Since Specialization

Citations

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

Fields of papers citing papers by Katie Weir

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Katie Weir

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

All Works

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17 of 17 papers shown

Weir, Katie, et al.. (2022). Assessment planning at the program-level: a higher education policy review in Australia. Assessment & Evaluation in Higher Education. 47(8). 1475–1488. 4 indexed citations

Weir, Katie, et al.. (2020). Feedback on the Classroom Performance of Pre-service English language Teachers in Oman. Arab World English Journal. 11(2). 18–36. 2 indexed citations

Grainger, Peter & Katie Weir. (2020). Facilitating Student Learning and Engagement in Higher Education through Assessment Rubrics. Griffith Research Online (Griffith University, Queensland, Australia). 8 indexed citations

Asmus, Jennifer M., Erik W. Carter, Colleen K. Moss, et al.. (2017). Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities. American Journal on Intellectual and Developmental Disabilities. 122(2). 118–137. 43 indexed citations

Weir, Katie, et al.. (2015). Classrooms and chat rooms: augmenting music education in initial teacher education. Griffith Research Online (Griffith University, Queensland, Australia). 2015(1). 42. 1 indexed citations

Grainger, Peter, Lenore Adie, & Katie Weir. (2015). Quality assurance of assessment and moderation discourses involving sessional staff. Assessment & Evaluation in Higher Education. 41(4). 548–559. 22 indexed citations

Carter, Erik W., Jennifer M. Asmus, Colleen K. Moss, et al.. (2015). Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities. Exceptional Children. 82(2). 209–233. 95 indexed citations

Grainger, Peter & Katie Weir. (2015). An alternative grading tool for enhancing assessment practice and quality assurance in higher education. Innovations in Education and Teaching International. 53(1). 73–83. 16 indexed citations

Weir, Katie, et al.. (2014). A comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) During The Teaching Practicum. The Australian journal of teacher education. 39(39). 13 indexed citations

10.

Weir, Katie, et al.. (2014). The Pedagogical Implications of Implementing New Technologies to Enhance Student Engagement and Learning Outcomes. Creative Education. 5(2). 104–113. 8 indexed citations

11.

Carter, Erik W., Jennifer M. Asmus, Colleen K. Moss, et al.. (2013). Peer Network Strategies to Foster Social Connections among Adolescents with and without Severe Disabilities. Teaching Exceptional Children. 46(2). 51–59. 25 indexed citations

12.

Luke, Allan, et al.. (2008). Development of a Set of Principles to Guide a P-12 Syllabus Framework. A report to the Queensland Studies Authority.. 5 indexed citations

13.

Weir, Katie. (2008). Development of a set of principles to guide a P-12 syllabus framework. 15 indexed citations

14.

Pendergast, Donna, Ray Land, Mark Bahr, et al.. (2005). Developing Lifelong Learners in the Middle Years of Schooling: A Report about the Practices, Processes, Strategies and Structures That Best Promote "Lifelong Learning" and the Development of "Lifelong Learners" in the Middle Years of Schooling.. 3 indexed citations

15.

Weir, Katie. (2005). Critical discourse analysis and internet research. Melbourne Studies in Education. 46(2). 67–86. 3 indexed citations

16.

Luke, Allan, John Elkins, Katie Weir, et al.. (2003). Beyond the middle: A report about Literacy and Numeracy Development of Target Group STudents in the Middle Years of Schooling.. Griffith Research Online (Griffith University, Queensland, Australia). 1. 1–166. 71 indexed citations

17.

Weir, Katie. (2003). Analysing the visual in curriculum texts. Queensland's institutional digital repository (The University of Queensland). 1–24. 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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