Melissa Barnes

781 total citations
53 papers, 508 citations indexed

About

Melissa Barnes is a scholar working on Education, Literature and Literary Theory and Clinical Psychology. According to data from OpenAlex, Melissa Barnes has authored 53 papers receiving a total of 508 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 12 papers in Literature and Literary Theory and 9 papers in Clinical Psychology. Recurrent topics in Melissa Barnes's work include Second Language Learning and Teaching (11 papers), Multilingual Education and Policy (9 papers) and Teacher Education and Leadership Studies (9 papers). Melissa Barnes is often cited by papers focused on Second Language Learning and Teaching (11 papers), Multilingual Education and Policy (9 papers) and Teacher Education and Leadership Studies (9 papers). Melissa Barnes collaborates with scholars based in Australia, United States and Brazil. Melissa Barnes's co-authors include D. George Stephenson, Bradley S. Launikonis, Russell Cross, Ekaterina Tour, Deborah Moore, Eisuke Saito, Gloria Quiñones, Ilana Finefter‐Rosenbluh, Emily Berger and Tracii Ryan and has published in prestigious journals such as Proceedings of the National Academy of Sciences, SHILAP Revista de lepidopterología and Teaching and Teacher Education.

In The Last Decade

Melissa Barnes

49 papers receiving 492 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Melissa Barnes Australia 13 260 86 82 66 63 53 508
Estrid Sørensen Germany 10 115 0.4× 13 0.2× 152 1.9× 14 0.2× 26 0.4× 26 385
David O’Brien United States 12 226 0.9× 69 0.8× 90 1.1× 38 0.6× 192 3.0× 29 564
Risto Hotulainen Finland 15 307 1.2× 17 0.2× 61 0.7× 104 1.6× 6 0.1× 64 576
Susan H. McLeod United States 16 401 1.5× 11 0.1× 47 0.6× 19 0.3× 224 3.6× 51 771
Julie Keane United States 11 181 0.7× 15 0.2× 64 0.8× 17 0.3× 8 0.1× 18 413
Ben Hayes United Kingdom 14 181 0.7× 11 0.1× 77 0.9× 140 2.1× 4 0.1× 57 535
Amy Bell United States 6 67 0.3× 90 1.0× 146 1.8× 16 0.2× 8 0.1× 14 546
Kathryn M. Olson United States 9 54 0.2× 45 0.5× 97 1.2× 6 0.1× 111 1.8× 29 388
Kim Smith United States 11 157 0.6× 3 0.0× 114 1.4× 11 0.2× 65 1.0× 29 454
Michael Owen United Kingdom 9 143 0.6× 28 0.3× 24 0.3× 44 0.7× 12 0.2× 27 368

Countries citing papers authored by Melissa Barnes

Since Specialization
Citations

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

Fields of papers citing papers by Melissa Barnes

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Melissa Barnes

This figure shows the co-authorship network connecting the top 25 collaborators of Melissa Barnes. A scholar is included among the top collaborators of Melissa Barnes 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 Melissa Barnes. Melissa Barnes 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.
Barnes, Melissa, Ilana Finefter‐Rosenbluh, & Trent D. Brown. (2025). Teachers’ positionality as policy actors and assessors: assessment policy enactment in Victorian secondary schools. Pedagogy Culture and Society. 34(1). 199–218.
2.
Creely, Edwin, et al.. (2025). Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners. ReCALL. 37(2). 174–190. 3 indexed citations
3.
Barnes, Melissa & Ekaterina Tour. (2025). Teachers’ use of generative AI: a ‘dirty little secret’?. Language and Education. 40(1). 24–39. 3 indexed citations
4.
Barnes, Melissa, et al.. (2024). Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs: Initiatives and evidence of impact. Teaching and Teacher Education. 140. 104458–104458. 2 indexed citations
5.
Barnes, Melissa, et al.. (2024). The enactment of Colombia’s national english language policy: The impact of public-private partnerships on teachers’ and policymakers’ perceptions. International Journal of Educational Development. 106. 102995–102995.
6.
Barnes, Melissa & Ekaterina Tour. (2023). Empowering English as an Additional Language students through digital multimodal composing. Literacy. 57(2). 106–119. 10 indexed citations
7.
Finefter‐Rosenbluh, Ilana, et al.. (2023). Unpacking the ethics of care and safe learning environments in Indonesian vocational higher education settings: a contested space of power and (teaching) effectiveness. Pedagogy Culture and Society. 33(1). 49–68. 2 indexed citations
8.
Barnes, Melissa, et al.. (2023). The Enactment of the Colombian National Bilingual Program: Equal Access to Language Capital?. PROFILE Issues in Teachers Professional Development. 25(2). 95–110.
9.
Berger, Emily, et al.. (2022). Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children. School Mental Health. 15(1). 300–311. 6 indexed citations
10.
Barnes, Melissa, et al.. (2022). Assessing twenty-first century competencies: can students lead and facilitate the co-construction process?. Educational Review. 76(4). 691–709. 3 indexed citations
11.
Berger, Emily, Gloria Quiñones, Melissa Barnes, & Andrea Reupert. (2022). Early childhood educators’ psychological distress and wellbeing during the COVID-19 pandemic. Early Childhood Research Quarterly. 60. 298–306. 21 indexed citations
12.
13.
Chowdhury, Raqib, et al.. (2022). Synecdochising student identities: EAL teachers' positioning of adult EAL students in Australia. Qualitative Research Journal. 23(1). 13–26. 1 indexed citations
14.
Barnes, Melissa, Gloria Quiñones, & Emily Berger. (2021). Constructions of quality: Australian Childhood Education and Care (ECEC) services during COVID-19. Teachers and Teaching. 30(7-8). 866–883. 2 indexed citations
15.
Barnes, Melissa & Russell Cross. (2020). Teacher education policy to improve teacher quality: Substantive reform or just another hurdle?. Teachers and Teaching. 26(3-4). 307–325. 19 indexed citations
16.
Barnes, Melissa & Russell Cross. (2018). ‘Quality’ at a cost: the politics of teacher education policy in Australia. Critical Studies in Education. 62(4). 455–470. 24 indexed citations
17.
Moore, Deborah, et al.. (2018). Education for Sustainability Policies: Ramifications for Practice. ˜The œAustralian journal of teacher education. 43(11). 105–121. 9 indexed citations
18.
Barnes, Melissa. (2016). The Washback of the TOEFL iBT in Vietnam. ˜The œAustralian journal of teacher education. 41(7). 158–174. 11 indexed citations
19.
Barnes, Melissa. (2016). The Washback of the TOEFL iBT in Vietnam. ˜The œAustralian journal of teacher education. 41(7). 158–174. 5 indexed citations
20.
Barnes, Melissa, et al.. (2001). Increased muscle glycogen content is associated with increased capacity to respond to T-system depolarisation in mechanically skinned skeletal muscle fibres from the rat. Pflügers Archiv - European Journal of Physiology. 442(1). 101–106. 37 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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