Brenda Johnston

1.3k total citations
26 papers, 918 citations indexed

About

Brenda Johnston is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Brenda Johnston has authored 26 papers receiving a total of 918 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 10 papers in Sociology and Political Science and 3 papers in Political Science and International Relations. Recurrent topics in Brenda Johnston's work include Youth Education and Societal Dynamics (6 papers), Reflective Practices in Education (5 papers) and Innovative Education and Learning Practices (3 papers). Brenda Johnston is often cited by papers focused on Youth Education and Societal Dynamics (6 papers), Reflective Practices in Education (5 papers) and Innovative Education and Learning Practices (3 papers). Brenda Johnston collaborates with scholars based in United Kingdom, Canada and Egypt. Brenda Johnston's co-authors include Anshuman Khare, Michael C. Mayo, Alison Fuller, Sue Heath, Lewis Elton, Florence Myles, Rosamond Mitchell, Martin Dyke, John Brennan and Brenda Little and has published in prestigious journals such as Technovation, Studies in Higher Education and The Prostate.

In The Last Decade

Brenda Johnston

26 papers receiving 811 citations

Peers

Brenda Johnston

EDUCA

SPS

EEE

CATAL

Alexandru Cernat United Kingdom

E. Alpay United Kingdom

Evanthia Kalpazidou Schmidt Denmark

Matthew Bunn United States

Liang Zhang China

Huafang Li United States

Jeong‐Hee Kim United States

Baohua Yu Hong Kong

Ida Hamidah Indonesia

Muhammad Saeed Pakistan

Alexandru Cernat United Kingdom

Brenda Johnston

53 ×0.1

EDUCA

64 ×0.4

353 ×2.5

SPS

26 ×0.3

EEE

10 ×0.1

CATAL

Citations per year, relative to Brenda Johnston Brenda Johnston (= 1×) peers Alexandru Cernat

Countries citing papers authored by Brenda Johnston

Since Specialization

Citations

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

Fields of papers citing papers by Brenda Johnston

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Brenda Johnston

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

Dyke, Martin, Brenda Johnston, & Alison Fuller. (2012). Approaches to reflexivity: navigating educational and career pathways. British Journal of Sociology of Education. 33(6). 831–848. 31 indexed citations

Johnston, Brenda, et al.. (2011). Developing Student Criticality in Higher Education: Undergraduate Learning in the Arts and Social Sciences. ePrints Soton (University of Southampton). 24 indexed citations

Dyke, Martin, et al.. (2011). The impact of increased tuition fees in England on the decision to participate in higher education: A study of Year 12 pupils in the Southampton region. ePrints Soton (University of Southampton). 1 indexed citations

Heath, Sue, Alison Fuller, & Brenda Johnston. (2010). Young people, social capital and network‐based educational decision‐making. British Journal of Sociology of Education. 31(4). 395–411. 33 indexed citations

Johnston, Brenda, et al.. (2010). ‘A uniform seemed the obvious thing’: experiences of careers guidance amongst potential HE participants. Journal of Further and Higher Education. 34(2). 223–238. 8 indexed citations

Johnston, Brenda. (2010). Action research in teaching and learning: a practical guide to conducting pedagogical research in universities. Journal of Further and Higher Education. 34(3). 467–473. 99 indexed citations

Fuller, Alison, Sue Heath, Martin Dyke, et al.. (2008). Non-participation in higher education: decision-making as an embedded social practice. ePrints Soton (University of Southampton). 3 indexed citations

Johnston, Brenda & Sue Heath. (2007). Educational decision-making as an embedded social practice: methodological challenges and ways forward. ePrints Soton (University of Southampton). 3 indexed citations

Johnston, Brenda, et al.. (2006). Curriculum development and career decision-making in higher education: credit-bearing careers education. ePrints Soton (University of Southampton). 107(1). 57–60. 3 indexed citations

10.

Heath, Sue & Brenda Johnston. (2006). DECISION -MAKING ABOUT EMPLOYMENT AND EDUCATION PATHWAYS AS AN EMBEDDED SOCIAL PRACTICE : METHODOLOGICAL CHALLENGES. ePrints Soton (University of Southampton). 2 indexed citations

11.

Johnston, Brenda, et al.. (2005). Practice Learning and the Development of Students as Critical Practitioners—Some Findings from Research. Social Work Education. 24(4). 391–407. 7 indexed citations

12.

Nind, Melanie, Rosie Flewitt, & Brenda Johnston. (2005). Parents Choosing to Combine Special and Inclusive Early Years Settings: The Best of Both Worlds? Final Report for Mencap City Foundation. 3 indexed citations

13.

Brumfit, Christopher, et al.. (2005). Language study in higher education and the development of criticality¹. International Journal of Applied Linguistics. 15(2). 145–168. 17 indexed citations

14.

Johnston, Brenda & Lewis Elton. (2005). German and UK higher education and graduate employment: the interface between systemic tradition and graduate views. Comparative Education. 41(3). 351–373. 13 indexed citations

15.

Johnston, Brenda. (2004). Summative assessment of portfolios: an examination of different approaches to agreement over outcomes. Studies in Higher Education. 29(3). 395–412. 59 indexed citations

16.

Johnston, Brenda, et al.. (2004). Social Work Education and criticality: some thoughts from research. Social Work Education. 23(2). 185–198. 17 indexed citations

17.

Johnston, Brenda. (2003). The Shape of Research in the Field of Higher Education and Graduate Employment: Some issues. Studies in Higher Education. 28(4). 413–426. 52 indexed citations

18.

Johnston, Brenda. (2003). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research. 11(3). 365–388. 5 indexed citations

19.

Elton, Lewis & Brenda Johnston. (2002). Assessment in universities: a critical review of research. The Prostate. 75(7). 679–92. 77 indexed citations

20.

Brennan, John, Brenda Johnston, Brenda Little, Tarla Shah, & Alan Woodley. (2001). The Employment of UK graduates: comparisons with Europe and Japan. ePrints Soton (University of Southampton). 48 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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