Katrina Barker

637 total citations
33 papers, 387 citations indexed

About

Katrina Barker is a scholar working on Education, Safety Research and Experimental and Cognitive Psychology. According to data from OpenAlex, Katrina Barker has authored 33 papers receiving a total of 387 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 11 papers in Safety Research and 10 papers in Experimental and Cognitive Psychology. Recurrent topics in Katrina Barker's work include Education, Achievement, and Giftedness (10 papers), Early Childhood Education and Development (9 papers) and Parental Involvement in Education (6 papers). Katrina Barker is often cited by papers focused on Education, Achievement, and Giftedness (10 papers), Early Childhood Education and Development (9 papers) and Parental Involvement in Education (6 papers). Katrina Barker collaborates with scholars based in Australia, United States and Hong Kong. Katrina Barker's co-authors include Alexander Seeshing Yeung, Danielle Tracey, Dennis M. McInerney, Petra Karlsson, Martin Dowson, Catherine Sinclair, Jorge Knijnik, Anne Power, Charlotte Johnston and Chen Zhu and has published in prestigious journals such as Blood, Educational Psychology Review and Social Problems.

In The Last Decade

Katrina Barker

33 papers receiving 339 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Katrina Barker Australia 11 200 84 80 78 78 33 387
Lilia M. Ruban United States 8 199 1.0× 52 0.6× 106 1.3× 58 0.7× 79 1.0× 12 376
M. Lynn Woolsey United States 9 143 0.7× 84 1.0× 103 1.3× 104 1.3× 44 0.6× 15 378
Julia Wilkins United States 10 160 0.8× 90 1.1× 53 0.7× 85 1.1× 25 0.3× 33 352
Lauren D. Goegan Canada 11 202 1.0× 113 1.3× 112 1.4× 141 1.8× 88 1.1× 37 467
Jennie L. Farmer United States 8 233 1.2× 158 1.9× 113 1.4× 139 1.8× 53 0.7× 15 483
Eugene H. Wong United States 11 169 0.8× 95 1.1× 85 1.1× 117 1.5× 79 1.0× 31 398
Macid Ayhan Melekoğlu Türkiye 13 274 1.4× 124 1.5× 135 1.7× 53 0.7× 33 0.4× 46 458
Gabrielle Rappolt‐Schlichtmann United States 12 211 1.1× 96 1.1× 124 1.6× 45 0.6× 21 0.3× 15 411
Joanna Smogorzewska Poland 12 225 1.1× 139 1.7× 112 1.4× 36 0.5× 35 0.4× 22 411
Wik Hung Pun United States 7 387 1.9× 106 1.3× 187 2.3× 45 0.6× 44 0.6× 8 582

Countries citing papers authored by Katrina Barker

Since Specialization
Citations

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

Fields of papers citing papers by Katrina Barker

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Katrina Barker

This figure shows the co-authorship network connecting the top 25 collaborators of Katrina Barker. A scholar is included among the top collaborators of Katrina Barker 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 Katrina Barker. Katrina Barker 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.
Barker, Katrina, et al.. (2023). Students’ Perceptions of a “Feminised” Physics Curriculum. Research in Science Education. 53(6). 1163–1183. 3 indexed citations
2.
Tracey, Danielle, et al.. (2021). Furthering inclusive education in Papua New Guinea through teacher training: reflections on challenges and transformations. International Journal of Inclusive Education. 28(5). 525–542. 7 indexed citations
3.
Barker, Katrina, et al.. (2018). Motivation and Engagement with Physics: a Comparative Study of Females in Single-Sex and Co-educational Classrooms. Research in Science Education. 50(6). 2227–2242. 6 indexed citations
4.
Karlsson, Petra, Charlotte Johnston, & Katrina Barker. (2017). Stakeholders' views of the introduction of assistive technology in the classroom: How family‐centred is Australian practice for students with cerebral palsy?. Child Care Health and Development. 43(4). 598–607. 7 indexed citations
5.
Karlsson, Petra, et al.. (2017). Influences on students’ assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents. Disability and Rehabilitation Assistive Technology. 13(8). 763–771. 20 indexed citations
6.
Yeung, Alexander Seeshing, et al.. (2015). Inclusion of Children With Special Needs in Early Childhood Education. Topics in Early Childhood Special Education. 35(2). 79–88. 65 indexed citations
7.
Tracey, Danielle, et al.. (2014). What Predicts Teachers' Acceptance of Students with Special Educational Needs in Kindergarten?.. 14. 60–70. 23 indexed citations
8.
Vickers, Margaret H., et al.. (2014). Measuring the impact of students’ social relations and values : validation of the Social-Relational Support for Education instrument. UTS ePRESS (University of Technology Sydney). 14. 71–92. 4 indexed citations
9.
Barker, Katrina, et al.. (2014). Sustaining Young People's Enrolment Intentions in Relation to Physics: Development and Validation of a Tool.. 14. 93–116. 8 indexed citations
10.
Barker, Katrina, et al.. (2014). Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales. Research in Science Education. 45(1). 59–73. 33 indexed citations
11.
Barker, Katrina, et al.. (2013). 2, 6, heave! Sail training’s influence on the development of self-concept and social networks and their impact on engagement with learning and education. A pilot study. Journal of Outdoor and Environmental Education. 17(1). 32–46. 13 indexed citations
12.
Yeung, Alexander Seeshing, et al.. (2009). Does school-wide positive behaviour system improve learning in primary schools? Some preliminary findings. 57(1). 17–32. 7 indexed citations
13.
Watson, Kevin, et al.. (2008). Positive behaviour for learning : local features of an adapted US model of behaviour management. Blood. 144(20). 2070–2071. 1 indexed citations
14.
Power, Anne, et al.. (2008). Why positive behaviour for learning : the how’s and why’s of translating a US model for local sustainable education. 1 indexed citations
15.
Barker, Katrina, Martin Dowson, & Dennis M. McInerney. (2006). Unifying the literature on students' academic motivation : a multidimensional and hierarchical representation of students' goals and academic self-concept. 3 indexed citations
16.
Dowson, Martin, Katrina Barker, & Dennis M. McInerney. (2004). The chicken or the egg? : exploring causal relations between motivational goals, self-concept and academic achievement. 74(4). 555–9. 3 indexed citations
17.
Barker, Katrina, Martin Dowson, & Dennis M. McInerney. (2004). Evolvement of students' goals and academic self-concept : a multidimensional and hierarchical conceptualisation. 3 indexed citations
18.
Barker, Katrina, Martin Dowson, & Dennis M. McInerney. (2004). Advances in the conceptual understanding of students' goals and academic self-concept : a multidimensional and hierarchical approach. 6 indexed citations
19.
20.
Barker, Katrina, Dennis M. McInerney, & Martin Dowson. (2002). Toward a model of achievement motivation and academic achievement self-concept. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Lilia M. Ruban Breakdown of academic impact, for papers by M. Lynn Woolsey Breakdown of academic impact, for papers by Julia Wilkins Breakdown of academic impact, for papers by Lauren D. Goegan Breakdown of academic impact, for papers by Jennie L. Farmer Breakdown of academic impact, for papers by Eugene H. Wong Breakdown of academic impact, for papers by Macid Ayhan Melekoğlu Breakdown of academic impact, for papers by Gabrielle Rappolt‐Schlichtmann Breakdown of academic impact, for papers by Joanna Smogorzewska Breakdown of academic impact, for papers by Wik Hung Pun
Rankless by CCL
2026