JoAnn Phillion

1.7k total citations
43 papers, 855 citations indexed

About

JoAnn Phillion is a scholar working on Education, Sociology and Political Science and Linguistics and Language. According to data from OpenAlex, JoAnn Phillion has authored 43 papers receiving a total of 855 indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 19 papers in Sociology and Political Science and 8 papers in Linguistics and Language. Recurrent topics in JoAnn Phillion's work include Global Education and Multiculturalism (21 papers), Educator Training and Historical Pedagogy (13 papers) and Multilingual Education and Policy (8 papers). JoAnn Phillion is often cited by papers focused on Global Education and Multiculturalism (21 papers), Educator Training and Historical Pedagogy (13 papers) and Multilingual Education and Policy (8 papers). JoAnn Phillion collaborates with scholars based in United States and Canada. JoAnn Phillion's co-authors include F. Michael Connelly, Suniti Sharma, Ming Fang He, James Daniel Lehman, Shijing Xu, Ming Tak Hue, Paul Chamness Miller, Yuxiang Wang, Yuxiang Wang and Tristan E. Johnson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Researcher and Teaching and Teacher Education.

In The Last Decade

JoAnn Phillion

41 papers receiving 696 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
JoAnn Phillion United States	19	654	360	147	130	105	43	855
Alex Kostogriz Australia	15	517 0.8×	141 0.4×	54 0.4×	100 0.8×	104 1.0×	67	680
Merry M. Merryfield United States	18	1.0k 1.5×	597 1.7×	183 1.2×	28 0.2×	197 1.9×	51	1.1k
Michael Singh Australia	17	539 0.8×	209 0.6×	60 0.4×	153 1.2×	186 1.8×	89	847
Stavroula Philippou Cyprus	12	344 0.5×	254 0.7×	83 0.6×	40 0.3×	119 1.1×	34	572
Jabari Mahiri United States	13	584 0.9×	315 0.9×	32 0.2×	126 1.0×	27 0.3×	31	931
Angene Wilson United States	10	512 0.8×	191 0.5×	123 0.8×	18 0.1×	60 0.6×	34	625
Fang Gao Hong Kong	16	249 0.4×	267 0.7×	47 0.3×	245 1.9×	55 0.5×	62	659
Christine Bennett United States	14	773 1.2×	360 1.0×	47 0.3×	50 0.4×	46 0.4×	28	933
Prue Holmes United Kingdom	15	379 0.6×	142 0.4×	351 2.4×	143 1.1×	82 0.8×	36	839
Melissa Mosley United States	10	499 0.8×	417 1.2×	26 0.2×	162 1.2×	54 0.5×	14	839

Countries citing papers authored by JoAnn Phillion

Since Specialization

Citations

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

Fields of papers citing papers by JoAnn Phillion

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of JoAnn Phillion

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

Phillion, JoAnn, et al.. (2020). Preservice teachers’ understandings of social justice within the context of study abroad programs. Theory Into Practice. 59(3). 259–268. 7 indexed citations

Sharma, Suniti, et al.. (2013). How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras. Interchange. 43(4). 363–377. 10 indexed citations

Phillion, JoAnn, et al.. (2011). Hui Students’ Identity Construction in Eastern China: A Postcolonial Critique. SHILAP Revista de lepidopterología. 2(4). 39–51. 2 indexed citations

Phillion, JoAnn, et al.. (2011). Minority Students in East Asia : Government Policies, School Practices and Teacher Responses. Routledge eBooks. 22 indexed citations

Sharma, Suniti, et al.. (2011). Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras.. Issues in teacher education. 20(2). 9–22. 46 indexed citations

Phillion, JoAnn, et al.. (2011). Multicultural and cross-cultural narrative inquiry: Conversations between advisor and advisee. 85–106.

Wang, Yuxiang & JoAnn Phillion. (2010). Whose knowledge is valued: a critical study of knowledge in elementary school textbooks in China. Intercultural Education. 21(6). 567–580. 12 indexed citations

Phillion, JoAnn, et al.. (2009). Minority Language Policy and Practice in China: The Need for Multicultural Education. International Journal of Multicultural Education. 11(1). 45 indexed citations

Connelly, F. Michael, et al.. (2008). The SAGE Handbook of Curriculum and Instruction. 139 indexed citations

10.

Phillion, JoAnn. (2008). Multicultural and cross‐cultural narrative inquiry into understanding immigrant students' educational experience in Hong Kong. Compare A Journal of Comparative and International Education. 38(3). 281–293. 18 indexed citations

11.

Wang, Yuxiang & JoAnn Phillion. (2007). Chinese American Students Fight for Their Rights.. Educational foundations. 21. 91–105. 7 indexed citations

12.

Phillion, JoAnn, et al.. (2005). A Freirian Framework for Technology-Based Virtual Field Experiences. Contemporary issues in technology and teacher education. 4(4). 410–428. 12 indexed citations

13.

Lehman, James Daniel & JoAnn Phillion. (2004). Bringing Diversity into the Teacher Education Classroom: Video Conferencing as a Tool for Distant Field Experiences. Society for Information Technology & Teacher Education International Conference. 2004(1). 3450–3457. 2 indexed citations

14.

Phillion, JoAnn & F. Michael Connelly. (2004). Narrative, diversity, and teacher education. Teaching and Teacher Education. 20(5). 457–471. 24 indexed citations

15.

Phillion, JoAnn. (2003). Obstacles to Accessing the Teaching Profession for Immigrant Women.. Multicultural education. 11(1). 41–45. 47 indexed citations

16.

Phillion, JoAnn, Tristan E. Johnson, & James Daniel Lehman. (2003). Using Distance Education Technologies to Enhance Teacher Education through Linkages with K–12 Schools. Journal of Computing in Teacher Education. 20(2). 63–70. 1 indexed citations

17.

Connelly, F. Michael, JoAnn Phillion, & Ming Fang He. (2003). An Exploration of Narrative Inquiry into Multiculturalism in Education: Reflecting on Two Decades of Research in an Inner-City Canadian Community School. Curriculum Inquiry. 33(4). 363–384. 25 indexed citations

18.

Phillion, JoAnn. (2003). Can Technology Offer a Means of Mentoring Pre-service Teachers about Diversity?. Mentoring & Tutoring Partnership in Learning. 11(1). 43–52. 9 indexed citations

19.

Phillion, JoAnn. (2002). Becoming a narrative inquirer in a multicultural landscape. Journal of Curriculum Studies. 34(5). 535–556. 24 indexed citations

20.

He, Ming Fang, et al.. (1999). Narrative Understanding of Bilingualism. Curriculum Inquiry. 29(4). 447–457. 3 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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