Mark McDermott

580 total citations
26 papers, 364 citations indexed

About

Mark McDermott is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Mark McDermott has authored 26 papers receiving a total of 364 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 13 papers in Developmental and Educational Psychology and 4 papers in Literature and Literary Theory. Recurrent topics in Mark McDermott's work include Educational Strategies and Epistemologies (11 papers), Education and Critical Thinking Development (9 papers) and Science Education and Pedagogy (9 papers). Mark McDermott is often cited by papers focused on Educational Strategies and Epistemologies (11 papers), Education and Critical Thinking Development (9 papers) and Science Education and Pedagogy (9 papers). Mark McDermott collaborates with scholars based in United States, Australia and Finland. Mark McDermott's co-authors include Brian Hand, Murat Günel, Jeff Johnson, Pushkar Tandon, Dana C. Bookbinder, Daniel A. Nolan, Scott R. Bickham, M.-J. Li, Vaughan Prain and Kathleen A. Weiss and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Lightwave Technology and Journal of Research in Science Teaching.

In The Last Decade

Mark McDermott

24 papers receiving 325 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mark McDermott United States	9	213	157	90	42	22	26	364
Matthew J. Perini Italy	7	135 0.6×	92 0.6×	18 0.2×	19 0.5×	22 1.0×	12	261
Ali Merç Türkiye	10	188 0.9×	69 0.4×	56 0.6×	45 1.1×	79 3.6×	28	349
Paul Chamness Miller United States	10	130 0.6×	61 0.4×	48 0.5×	88 2.1×	23 1.0×	24	314
Peter Labudde Switzerland	11	262 1.2×	132 0.8×	42 0.5×	3 0.1×	11 0.5×	55	364
Abdulghani Al-Hattami Bahrain	9	236 1.1×	61 0.4×	8 0.1×	20 0.5×	92 4.2×	26	355
Hsiu-Chen Hsu Taiwan	9	48 0.2×	101 0.6×	21 0.2×	77 1.8×	23 1.0×	19	240
Jako Olivier South Africa	9	103 0.5×	42 0.3×	35 0.4×	22 0.5×	34 1.5×	38	244
Catherine Siew Kheng Chua Canada	8	151 0.7×	48 0.3×	23 0.3×	19 0.5×	8 0.4×	18	245
Larry Miller Canada	9	156 0.7×	86 0.5×	4 0.0×	22 0.5×	43 2.0×	34	250
Lawrence A. Beard United States	8	157 0.7×	55 0.4×	66 0.7×	6 0.1×	19 0.9×	10	283

Countries citing papers authored by Mark McDermott

Since Specialization

Citations

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

Fields of papers citing papers by Mark McDermott

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark McDermott

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

All Works

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20 of 20 papers shown

Weiss, Kathleen A., Mark McDermott, & Brian Hand. (2021). Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review. Studies in Science Education. 58(1). 15–47. 20 indexed citations

McDermott, Mark, et al.. (2018). Identifying an Engineering Design Problem: Engineering a Pancake Recipe Gives Fifth Graders a Taste of Chemistry in Everyday Life. Science and Children. 55(5). 66. 1 indexed citations

McDermott, Mark, et al.. (2017). Using Argument-Based Inquiry Strategies for STEM Infused Science Teaching.. Science and Children. 54(5). 80–87. 3 indexed citations

McDermott, Mark, et al.. (2017). Introducing the ASSIST Approach to Preservice STEM Teachers. 2(1).

McDermott, Mark, et al.. (2017). Methods and Strategies: Using Argument-Based Inquiry Strategies for STEM Infused Science Teaching. Science and Children. 54(5). 80–87. 2 indexed citations

Greenhalgh, Scott, et al.. (2016). Using Creativity from Art and Engineering to Engage Students in Science. UNI ScholarWorks (University of Northern Iowa). 1(2). 2. 4 indexed citations

McDermott, Mark. (2016). Corporate Governance of Troubled Companies and the Role of Restructuring Counsel.

McDermott, Mark, et al.. (2015). Improving scientific literacy through multimodal communication: Strategies, benefits and challenges. School science review. 97(359). 15–20. 2 indexed citations

Prain, Vaughan, Mark McDermott, & Brian Hand. (2015). Using Multimodal Representations to Support Learning in the Science Classroom. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 22 indexed citations

10.

McDermott, Mark, et al.. (2013). Negotiating the Way to Inquiry.. Science and Children. 50(9). 52–57. 2 indexed citations

11.

Tolppanen, Sakari, et al.. (2013). Effectiveness of a Lesson on Multimodal Writing in Science Education. SHILAP Revista de lepidopterología. 1(5). 503–522. 5 indexed citations

12.

McDermott, Mark, et al.. (2012). Communicating like a Scientist with Multimodal Writing. Teaching science (Deakin West, A.C.T. : Online)/Teaching science. 58(2). 55–57. 3 indexed citations

13.

McDermott, Mark, et al.. (2011). Using Writing for Alternative Audiences in a College Integrated Science Course.. The journal of college science teaching. 41(1). 40–45. 6 indexed citations

14.

McDermott, Mark. (2010). More Than Writing-to-Learn: Using Multimodal Writing Tasks in Science Classrooms. The Science Teacher. 77(1). 32. 3 indexed citations

15.

McDermott, Mark. (2010). More than Writing-to-Learn.. The Science Teacher. 77(1). 32–36. 8 indexed citations

16.

McDermott, Mark & Brian Hand. (2009). A secondary reanalysis of student perceptions of non‐traditional writing tasks over a ten year period. Journal of Research in Science Teaching. 47(5). 518–539. 34 indexed citations

17.

Li, M.-J., Pushkar Tandon, Dana C. Bookbinder, et al.. (2009). Ultra-Low Bending Loss Single-Mode Fiber for FTTH. Journal of Lightwave Technology. 27(3). 376–382. 78 indexed citations

18.

Li, Ming-Jun, Pushkar Tandon, Dana C. Bookbinder, et al.. (2008). Ultra-Low Bending Loss Single-Mode Fiber for FTTH. Optical Fiber Communication Conference. 27. 376–382. 8 indexed citations

19.

Günel, Murat, Brian Hand, & Mark McDermott. (2008). Writing for different audiences: Effects on high-school students' conceptual understanding of biology. Learning and Instruction. 19(4). 354–367. 88 indexed citations

20.

McDermott, Mark. (2004). National Intermediaries and Local Community Development Corporation Networks: A View from Cleveland. Journal of Urban Affairs. 26(2). 171–176. 9 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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