Jennifer McGee

479 total citations
17 papers, 267 citations indexed

About

Jennifer McGee is a scholar working on Education, Statistics and Probability and Social Psychology. According to data from OpenAlex, Jennifer McGee has authored 17 papers receiving a total of 267 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 6 papers in Statistics and Probability and 3 papers in Social Psychology. Recurrent topics in Jennifer McGee's work include Mathematics Education and Teaching Techniques (8 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Teacher Education and Leadership Studies (6 papers). Jennifer McGee is often cited by papers focused on Mathematics Education and Teaching Techniques (8 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Teacher Education and Leadership Studies (6 papers). Jennifer McGee collaborates with scholars based in United States. Jennifer McGee's co-authors include Chuang Wang, Drew Polly, David Pugalee, Richard G. Lambert, Susan Colby, Christie Martin, Sarah M. Johnson, Darrell Morris, Carla Meyer and Bob Algozzine and has published in prestigious journals such as International Journal of Educational Research, Journal of Psychoeducational Assessment and School Science and Mathematics.

In The Last Decade

Jennifer McGee

17 papers receiving 239 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jennifer McGee United States	10	230	56	50	21	19	17	267
Annette Hilton Australia	8	218 0.9×	61 1.1×	44 0.9×	14 0.7×	20 1.1×	22	252
Thomas C. DeFranco United States	10	271 1.2×	63 1.1×	81 1.6×	9 0.4×	16 0.8×	24	305
John Pegg Australia	10	328 1.4×	97 1.7×	79 1.6×	10 0.5×	14 0.7×	51	372
Marilyn E. Strutchens United States	10	214 0.9×	65 1.2×	33 0.7×	9 0.4×	41 2.2×	22	260
Lena Schlesinger Germany	5	231 1.0×	58 1.0×	31 0.6×	35 1.7×	19 1.0×	5	255
Janne Fauskanger Norway	9	234 1.0×	48 0.9×	59 1.2×	28 1.3×	9 0.5×	36	271
Roberta Y. Schorr United States	10	267 1.2×	61 1.1×	70 1.4×	26 1.2×	52 2.7×	25	316
Reidar Mosvold Norway	11	353 1.5×	54 1.0×	75 1.5×	36 1.7×	12 0.6×	44	395
Suzanne Chapin United States	6	268 1.2×	64 1.1×	120 2.4×	8 0.4×	21 1.1×	18	311
Heather Howell United States	9	209 0.9×	50 0.9×	83 1.7×	9 0.4×	9 0.5×	24	250

Countries citing papers authored by Jennifer McGee

Since Specialization

Citations

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

Fields of papers citing papers by Jennifer McGee

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jennifer McGee

This figure shows the co-authorship network connecting the top 25 collaborators of Jennifer McGee. A scholar is included among the top collaborators of Jennifer McGee 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 Jennifer McGee. Jennifer McGee 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

McGee, Jennifer, et al.. (2022). The Complexity of Teacher Job Satisfaction: Balancing Joys and Challenges. Journal of School Leadership. 33(5). 535–549. 1 indexed citations

McGee, Jennifer, et al.. (2021). Preparing Candidates for edTPA Task 3: The Experience of One Educator Preparation Program. Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte). 6(1). 1 indexed citations

McGee, Jennifer, et al.. (2019). From Play to Pedagogy: Formative Childhood Experiences and the Development of Preservice Elementary Science Educators. Journal of Science Teacher Education. 30(8). 856–871. 5 indexed citations

Cazier, Joseph A., et al.. (2017). Moving from Forecast to Prediction: How Honors Programs Can Use Easily Accessible Predictive Analytics to Improve Enrollment Management.. Insecta mundi. 18(2). 213–234. 1 indexed citations

Harrison, Mandy, et al.. (2017). An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy. Journal of Interpretation Research. 22(2). 5–17. 2 indexed citations

Morris, Darrell, et al.. (2016). The Simple View, Instructional Level, and the Plight of Struggling Fifth-/Sixth-Grade Readers. Reading & Writing Quarterly. 33(3). 278–289. 12 indexed citations

Polly, Drew, Christie Martin, Jennifer McGee, et al.. (2016). Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers. Early Childhood Education Journal. 45(5). 659–669. 12 indexed citations

Colby, Susan, et al.. (2016). Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement. SAGE Open. 6(4). 2 indexed citations

Polly, Drew, Jennifer McGee, Chuang Wang, et al.. (2015). The Association between Teachers' Beliefs, Enacted Practices, and Student Learning in Mathematics. The Mathematics educator. 22(2). 65 indexed citations

10.

Polly, Drew, Jennifer McGee, Chuang Wang, et al.. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research. 72. 26–37. 38 indexed citations

11.

McGee, Jennifer & Chuang Wang. (2014). Validity-Supporting Evidence of the Self-Efficacy for Teaching Mathematics Instrument. Journal of Psychoeducational Assessment. 32(5). 390–403. 20 indexed citations

12.

Polly, Drew, Chuang Wang, Jennifer McGee, et al.. (2014). Examining the Influence of a Curriculum-Based Elementary Mathematics Professional Development Program. Journal of Research in Childhood Education. 28(3). 327–343. 9 indexed citations

13.

McGee, Jennifer & Susan Colby. (2014). Impact of an Assessment Course on Teacher Candidates’ Assessment Literacy. Action in Teacher Education. 36(5-6). 522–532. 22 indexed citations

14.

Polly, Drew, Chuang Wang, Richard G. Lambert, et al.. (2013). Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program. Early Childhood Education Journal. 45(1). 121–131. 13 indexed citations

15.

McGee, Jennifer, Chuang Wang, & Drew Polly. (2013). Guiding Teachers in the Use of a Standards‐Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program. School Science and Mathematics. 113(1). 16–28. 33 indexed citations

16.

Algozzine, Bob & Jennifer McGee. (2011). Reported Occurrence and Perceptions of Violence in Middle and High Schools. The Clearing House A Journal of Educational Strategies Issues and Ideas. 84(3). 91–97. 4 indexed citations

17.

Polly, Drew, et al.. (2010). Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Computers in Mathematics and Science Teaching. 29(4). 455–472. 27 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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