This map shows the geographic impact of Steven 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 Steven McGee with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Steven McGee more than expected).
This network shows the impact of papers produced by Steven 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 Steven McGee. The network helps show where Steven McGee may publish in the future.
Co-authorship network of co-authors of Steven McGee
This figure shows the co-authorship network connecting the top 25 collaborators of Steven McGee.
A scholar is included among the top collaborators of Steven 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 Steven McGee. Steven McGee is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Berkowitz, Alan R., et al.. (2018). DATA JAMS: Promoting Data Literacy and Science Engagement While Encouraging Creativity. The Science Teacher. 86(2). 48.1 indexed citations
7.
McGee, Steven, et al.. (2017). The Impact of Adapting a General Professional Development Framework to the Constraints of In-Service Professional Development on the Next Generation Science Standards in Urban Settings.. 13. 73–89.4 indexed citations
8.
McGee, Steven. (2016). The Relative Influence of Formal Learning Opportunities versus Indicators of Professional Community on Changes in Science Teaching in Urban Schools.. 12. 150–162.1 indexed citations
McGee, Steven, et al.. (2002). Addressing the Complexities of Evaluating Interdisciplinary Multimedia Learning Environments. American Educational Research Association Annual Meeting. 2002(1).1 indexed citations
Howard, Bruce C., et al.. (2001). The Influence of Metacognitive Self-Regulation and Ability Levels on Problem Solving. American Educational Research Association Annual Meeting. 2001(1).17 indexed citations
13.
Hong, Namsoo S., Steven McGee, & Bruce C. Howard. (2001). Essential Components for Solving Various Problems in Multimedia Learning Environments.. American Educational Research Association Annual Meeting. 2001(1).7 indexed citations
14.
McGee, Steven, et al.. (2001). Using Simulations To Improve Cognitive Reasoning. American Educational Research Association Annual Meeting. 2001(1).1 indexed citations
15.
Howard, Bruce C., et al.. (2001). Computer-Based Science Inquiry: How Components of Metacognitive Self-Regulation Affect Problem-Solving.. American Educational Research Association Annual Meeting. 2001(1).5 indexed citations
16.
Howard, Bruce C., et al.. (2000). The Influence of Metacognitive Self-Regulation on Problem-Solving in Computer-Based Science Inquiry. American Educational Research Association Annual Meeting. 2000(1).9 indexed citations
McGee, Steven & Bruce C. Howard. (1999). Using Design Experiments As a Means of Guiding Software Development. EdMedia: World Conference on Educational Media and Technology. 1999(1). 522–527.2 indexed citations
McGee, Steven. (1993). Referred scrotal pain. Journal of General Internal Medicine. 8(12). 694–701.13 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.