Emily MacLeod

647 total citations
11 papers, 399 citations indexed

About

Emily MacLeod is a scholar working on Safety Research, Education and Political Science and International Relations. According to data from OpenAlex, Emily MacLeod has authored 11 papers receiving a total of 399 indexed citations (citations by other indexed papers that have themselves been cited), including 5 papers in Safety Research, 5 papers in Education and 3 papers in Political Science and International Relations. Recurrent topics in Emily MacLeod's work include Career Development and Diversity (5 papers), Global Educational Policies and Reforms (3 papers) and Youth Education and Societal Dynamics (3 papers). Emily MacLeod is often cited by papers focused on Career Development and Diversity (5 papers), Global Educational Policies and Reforms (3 papers) and Youth Education and Societal Dynamics (3 papers). Emily MacLeod collaborates with scholars based in United Kingdom and Denmark. Emily MacLeod's co-authors include Julie Moote, Louise Archer, Lucy Yeomans, Jennifer DeWitt, Jane Waite, Sue Sentance, Steve Hodges, Becky Francis, Emma Watson and Henriette Tolstrup Holmegaard and has published in prestigious journals such as Journal of Research in Science Teaching, Sex Roles and Journal of the Learning Sciences.

In The Last Decade

Emily MacLeod

10 papers receiving 380 citations

Peers

Emily MacLeod
Lucy Yeomans United Kingdom
Cathrine Maiorca United States
Thomas Roberts United States
Jamaal Young United States
Meltem Alemdar United States
D. Craig Schroeder United States
Heidi Cian United States
Jeffrey J. Kuenzi United States
Catherine Koehler United States
Kelly C. Margot United States
Lucy Yeomans United Kingdom
Emily MacLeod
Citations per year, relative to Emily MacLeod Emily MacLeod (= 1×) peers Lucy Yeomans

Countries citing papers authored by Emily MacLeod

Since Specialization
Citations

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

Fields of papers citing papers by Emily MacLeod

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emily MacLeod

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

All Works

11 of 11 papers shown
1.
2.
Holmegaard, Henriette Tolstrup, Louise Archer, Spela Godec, et al.. (2024). Feeling the weight of the water: a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21. Computer Science Education. 35(2). 238–266. 6 indexed citations
3.
Archer, Louise, Becky Francis, Morag Henderson, et al.. (2023). Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21. British Journal of Sociology of Education. 44(5). 843–859. 5 indexed citations
4.
Archer, Louise, Becky Francis, Julie Moote, et al.. (2022). Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees. Journal of Research in Science Teaching. 60(5). 978–1013. 10 indexed citations
5.
Moote, Julie, Louise Archer, Jennifer DeWitt, & Emily MacLeod. (2020). Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18. Journal of Research in Science Teaching. 57(8). 1228–1249. 64 indexed citations
6.
Archer, Louise, Julie Moote, & Emily MacLeod. (2020). Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students. Journal of the Learning Sciences. 29(3). 347–384. 46 indexed citations
7.
8.
Moote, Julie, Louise Archer, Jennifer DeWitt, & Emily MacLeod. (2019). Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England. Research Papers in Education. 36(4). 402–422. 29 indexed citations
9.
Sentance, Sue, Jane Waite, Lucy Yeomans, & Emily MacLeod. (2017). Teaching with physical computing devices. Research Portal (King's College London). 87–96. 45 indexed citations
10.
Sentance, Sue, Jane Waite, Steve Hodges, Emily MacLeod, & Lucy Yeomans. (2017). "Creating Cool Stuff". Research Portal (King's College London). 531–536. 79 indexed citations
11.
Francis, Becky, Louise Archer, Julie Moote, et al.. (2016). The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics. Sex Roles. 76(3-4). 156–174. 75 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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