Scott McDonald

1.3k total citations
71 papers, 794 citations indexed

About

Scott McDonald is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Scott McDonald has authored 71 papers receiving a total of 794 indexed citations (citations by other indexed papers that have themselves been cited), including 58 papers in Education, 22 papers in Developmental and Educational Psychology and 12 papers in Sociology and Political Science. Recurrent topics in Scott McDonald's work include Science Education and Pedagogy (28 papers), Teacher Education and Leadership Studies (19 papers) and Innovative Teaching and Learning Methods (11 papers). Scott McDonald is often cited by papers focused on Science Education and Pedagogy (28 papers), Teacher Education and Leadership Studies (19 papers) and Innovative Teaching and Learning Methods (11 papers). Scott McDonald collaborates with scholars based in United States, Vietnam and United Kingdom. Scott McDonald's co-authors include Nancy Butler Songer, Hee‐Sun Lee, Gregory J. Kelly, Gwendolyn M. Lloyd, Fran Arbaugh, James Nolan, Stephanie L. Knight, David A. Gamson, Anne Elrod Whitney and Tanya Furman and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and International Journal of Science Education.

In The Last Decade

Scott McDonald

62 papers receiving 715 citations

Peers

Scott McDonald

EDUCA

DEP

SPS

GABS

Christopher D. Wilson United States

Fred Janssen Netherlands

Alicia C. Alonzo United States

James G. MaKinster United States

Mohamad Sattar Rasul Malaysia

Maija Aksela Finland

Amelia Wenk Gotwals United States

Kuo‐Hung Tseng Taiwan

Heidi Knipprath Belgium

Heba EL‐Deghaidy Egypt

Christopher D. Wilson United States

Scott McDonald

680 ×1.1

EDUCA

264 ×1.1

DEP

70 ×0.8

69 ×0.8

SPS

83 ×1.5

GABS

Citations per year, relative to Scott McDonald Scott McDonald (= 1×) peers Christopher D. Wilson

Countries citing papers authored by Scott McDonald

Since Specialization

Citations

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

Fields of papers citing papers by Scott McDonald

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott McDonald

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

McDonald, Scott, et al.. (2025). Embracing Asset Perspectives in Science Education Research: A Call for Change. Science Education. 110(2). 351–356.

McDonald, Scott, et al.. (2025). Teacher Talk Supporting Student Progressive Discourse in Science. Science & Education. 34(5). 3639–3666.

McDonald, Scott, et al.. (2025). Sense‐Making Phenomena‐Based Planning: Development of Professional Vision on Ambitious Science Teaching. Science Education. 109(5). 1384–1405.

Asino, Tutaleni I., Scott McDonald, Lucila Carvalho, et al.. (2024). Interrogating and Recoupling Learning and Knowledge with Networks and Power: Exploring Sociomateriality as a Foundational Theory for Research in the Learning Sciences. Proceedings.. 1981–1988.

McDonald, Scott, et al.. (2022). Using Teacher Talk Moves to Help Students Talk Like Scientists. The Science Teacher. 90(2). 56–60. 2 indexed citations

Pallant, Amy, et al.. (2022). Models for Developing Explanations of Earth’s Dynamic Plate System. Science Scope. 45(4). 20–28. 2 indexed citations

McDonald, Scott, et al.. (2021). Three sociomaterial framings for analysing emergent activity in future learning spaces. Pedagogy Culture and Society. 31(1). 17–36. 18 indexed citations

McDonald, Scott, et al.. (2021). What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning. Studies in Science Education. 58(1). 49–80. 25 indexed citations

McDonald, Scott, et al.. (2020). Taking up the mantle of knowing: Supporting student engagement in progressive scientific discourse in geoscience. International Conference of Learning Sciences. 565–568. 2 indexed citations

10.

McDonald, Scott, et al.. (2020). Focus on the notice: evidence of spatial skills’ effect on middle school learning from a computer simulation. Cognitive Research Principles and Implications. 5(1). 61–61. 4 indexed citations

11.

Thompson, Jessica, et al.. (2019). Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling. Science Education. 103(6). 1423–1455. 22 indexed citations

12.

McDonald, Scott, et al.. (2018). Development of the food safety labelling technique for applied business in the Vietnamese retail food industry. RMIT Research Repository (RMIT University Library).

13.

Freifeld, Barry, Martyn Dade‐Robertson, T. M. Daley, et al.. (2017). Using DAS for reflection seismology - lessons learned from three field studies. eSpace (Curtin University). 2017. 1 indexed citations

14.

Hod, Yotam, Elizabeth S. Charles, Dani Ben‐Zvi, et al.. (2016). Future Learning Spaces for Learning Communities: New Directions and Conceptual Frameworks. International Conference of Learning Sciences. 1063–1070. 6 indexed citations

15.

McDonald, Scott, et al.. (2015). Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?.. 4(1). 17–29. 16 indexed citations

16.

McDonald, Scott & Jessica Thompson. (2014). Creating Material Representations of Practice at the Boundary of Professional Development and Classroom Practice.. International Conference of Learning Sciences. 3. 1615–1616. 1 indexed citations

17.

McDonald, Scott, et al.. (2012). Digital Records of Practice: A Literature Review of Video Analysis in Teacher Practice. Society for Information Technology & Teacher Education International Conference. 2012(1). 1441–1446. 6 indexed citations

18.

McDonald, Scott. (2010). Building a Conversation: Preservice Teachers' Use of Video as Data for Making Evidence Based Arguments About Practice.. Educational Technology archive. 50(1). 28–31. 7 indexed citations

19.

McDonald, Scott, et al.. (2009). Mapping a Science Inquiry Unit.. The Journal of classroom interaction. 43(2). 4–13. 7 indexed citations

20.

McDonald, Scott, et al.. (2006). Using an online community of practice to foster inquiry as pedagogy amongst student teachers. International Conference of Learning Sciences. 140–146. 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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