Amy MacDonald

1.6k total citations
65 papers, 924 citations indexed

About

Amy MacDonald is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Amy MacDonald has authored 65 papers receiving a total of 924 indexed citations (citations by other indexed papers that have themselves been cited), including 51 papers in Education, 20 papers in Statistics and Probability and 8 papers in Developmental and Educational Psychology. Recurrent topics in Amy MacDonald's work include Cognitive and developmental aspects of mathematical skills (19 papers), Mathematics Education and Teaching Techniques (19 papers) and Early Childhood Education and Development (16 papers). Amy MacDonald is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (19 papers), Mathematics Education and Teaching Techniques (19 papers) and Early Childhood Education and Development (16 papers). Amy MacDonald collaborates with scholars based in Australia, United States and United Kingdom. Amy MacDonald's co-authors include Lena Danaia, Steven A. Murphy, Cen Wang, Colin Carmichael, Christine Howitt, Coral Campbell, Chris Speldewinde, Tom Lowrie, Bob Perry and Laura McFarland and has published in prestigious journals such as The Lancet, Annals of the New York Academy of Sciences and International Journal of Science Education.

In The Last Decade

Amy MacDonald

60 papers receiving 873 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amy MacDonald Australia 17 575 166 149 77 68 65 924
Catherine A. Brown United States 16 852 1.5× 311 1.9× 435 2.9× 90 1.2× 74 1.1× 36 1.3k
Neil Davidson United States 13 632 1.1× 35 0.2× 357 2.4× 75 1.0× 49 0.7× 35 1.1k
Sanlyn Buxner United States 14 291 0.5× 29 0.2× 121 0.8× 101 1.3× 18 0.3× 64 650
Lihua Xu Australia 14 402 0.7× 29 0.2× 157 1.1× 69 0.9× 60 0.9× 56 668
Amy Taylor United States 17 289 0.5× 81 0.5× 100 0.7× 35 0.5× 101 1.5× 29 580
Wendy Smith United States 13 218 0.4× 57 0.3× 45 0.3× 49 0.6× 29 0.4× 50 526
Zheng Zhou United States 17 254 0.4× 93 0.6× 99 0.7× 75 1.0× 30 0.4× 49 662
Susan B. Gerber United States 9 426 0.7× 23 0.1× 63 0.4× 82 1.1× 26 0.4× 14 715
John T. Pohlmann United States 13 252 0.4× 39 0.2× 89 0.6× 80 1.0× 90 1.3× 23 873
Matthew Cunningham United States 7 512 0.9× 12 0.1× 133 0.9× 14 0.2× 29 0.4× 15 682

Countries citing papers authored by Amy MacDonald

Since Specialization
Citations

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

Fields of papers citing papers by Amy MacDonald

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy MacDonald

This figure shows the co-authorship network connecting the top 25 collaborators of Amy MacDonald. A scholar is included among the top collaborators of Amy MacDonald 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 Amy MacDonald. Amy MacDonald 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.
2.
MacDonald, Amy, et al.. (2024). New York State Climate Impacts Assessment Chapter 09: Transportation. Annals of the New York Academy of Sciences. 1542(1). 501–560. 3 indexed citations
3.
Morris, Christopher G., et al.. (2024). Written argumentation research in English and science: a scoping review. Cogent Education. 11(1). 4 indexed citations
4.
MacDonald, Amy, et al.. (2024). What is known about simulation technologies and their application to Initial Teacher Education: A scoping review. The Australian Educational Researcher. 52(2). 1389–1406. 2 indexed citations
5.
MacDonald, Amy, et al.. (2023). “What's the Big Idea?”: A qualitative analysis of the big ideas of primary science teachers. International Journal of Educational Research. 119. 102189–102189. 2 indexed citations
6.
7.
MacDonald, Amy, et al.. (2023). Australian teachers’ views on how primary science education can be improved. The Australian Educational Researcher. 51(4). 1255–1272. 3 indexed citations
8.
MacDonald, Amy, et al.. (2023). STEM professional learning in early childhood education: A scoping review. Journal of Early Childhood Teacher Education. 45(1). 79–95. 4 indexed citations
9.
MacDonald, Amy & Steven A. Murphy. (2019). Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge.. Mathematics Education Research Group of Australasia. 100–103. 1 indexed citations
10.
Mackenzie, Noella, et al.. (2019). Working above standard in literacy and numeracy in primary school. Issues in educational research. 29(2). 485–501. 3 indexed citations
11.
MacDonald, Amy. (2019). What Is Mathematics Education for Children under Three? A Snapshot of Findings from a National Survey.. Charles Sturt University Research Output (CRO). 468–475. 1 indexed citations
12.
Perry, Bob, et al.. (2016). Children noticing their own and others' mathematics in play. Mathematics Education Research Group of Australasia. 437–444. 4 indexed citations
13.
MacDonald, Amy & Colin Carmichael. (2016). Early Mathematical Competencies and Later Outcomes: Insights from the Longitudinal Study of Australian Children.. Mathematics Education Research Group of Australasia. 413–420. 1 indexed citations
14.
MacDonald, Amy & Colin Carmichael. (2015). A snapshot of young children's mathematical competencies: results from the Longitudinal Study of Australian Children. University of Southern Queensland ePrints (University of Southern Queensland). 381–388. 3 indexed citations
15.
MacDonald, Amy. (2013). Young Children's Ideas about Measurement: What Does a Kindergarten Student Consider "Measuring" to Be?.. Charles Sturt University Research Output (CRO). 18(1). 3–7. 3 indexed citations
16.
MacDonald, Amy. (2010). Heavy thinking: Young children's theorising about mass. Charles Sturt University Research Output (CRO). 15(4). 4–8. 9 indexed citations
17.
MacDonald, Amy. (2010). Young Children's Measurement Knowledge: Understandings about Comparison at the Commencement of Schooling.. Mathematics Education Research Group of Australasia. 375–382. 6 indexed citations
18.
Smith, Tracey & Amy MacDonald. (2009). Time for Talk: The Drawing-telling Process. Charles Sturt University Research Output (CRO). 14(3). 21–26. 7 indexed citations
19.
Collier, Kevin J., et al.. (2009). Ecological values of Hamilton urban streams (North Island, New Zealand): constraints and opportunities for restoration. New Zealand Journal of Ecology. 33(2). 177–189. 13 indexed citations
20.
MacDonald, Amy. (2008). 'But What about the Oneths?': A Year 7 Student's Misconception about Decimal Place Value. ˜The œAustralian mathematics teacher. 64(4). 12–16. 4 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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