Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
When is an illustration worth ten thousand words?
1990634 citationsRichard E. Mayer, Joan K. GalliniJournal of Educational Psychologyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Joan K. Gallini
Since
Specialization
Citations
This map shows the geographic impact of Joan K. Gallini'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 Joan K. Gallini with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joan K. Gallini more than expected).
This network shows the impact of papers produced by Joan K. Gallini. 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 Joan K. Gallini. The network helps show where Joan K. Gallini may publish in the future.
Co-authorship network of co-authors of Joan K. Gallini
This figure shows the co-authorship network connecting the top 25 collaborators of Joan K. Gallini.
A scholar is included among the top collaborators of Joan K. Gallini 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 Joan K. Gallini. Joan K. Gallini is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Gallini, Joan K.. (2001). A Framework for the Design of Research in Technology-Mediated Learning Environments: A Sociocultural Perspective.. Educational Technology archive. 41(2). 15–21.7 indexed citations
Edens, Kellah M., et al.. (1999). Validation of Reform Rhetoric within a University and Public School Collaborative Partnership. 120(1). 99.2 indexed citations
Gallini, Joan K., et al.. (1995). Metaphors and Learning New Text. Journal of Reading Behavior. 27(2). 187–199.5 indexed citations
7.
Gallini, Joan K.. (1993). The Influence of Macro and Micro-Level Cognitive Strategies Training on Text Learning.. Journal of research and development in education. 26(3). 164–178.13 indexed citations
Gallini, Joan K. & Arthur D. Fisk. (1986). An Information-Processing Approach to Instructional System Design. Educational Technology archive. 26(4). 24–26.2 indexed citations
13.
Gallini, Joan K.. (1985). Instructional Conditions for Computer-Based Problem-Solving Environments.. Educational Technology archive. 25(2). 7–11.7 indexed citations
14.
Gallini, Joan K. & Gary N. Powell. (1984). Compliance Theory Revisited.. Journal of research and development in education. 17(3). 59–65.1 indexed citations
Gallini, Joan K.. (1983). What Computer-Assisted Instruction Can Offer Toward the Encouragement of Creative Thinking.. Educational Technology archive. 23(4). 7–11.4 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.