Joanna Garner

2.5k total citations
62 papers, 1.4k citations indexed

About

Joanna Garner is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Joanna Garner has authored 62 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 19 papers in Developmental and Educational Psychology and 16 papers in Experimental and Cognitive Psychology. Recurrent topics in Joanna Garner's work include Visual and Cognitive Learning Processes (11 papers), Biomedical and Engineering Education (9 papers) and Engineering Education and Pedagogy (9 papers). Joanna Garner is often cited by papers focused on Visual and Cognitive Learning Processes (11 papers), Biomedical and Engineering Education (9 papers) and Engineering Education and Pedagogy (9 papers). Joanna Garner collaborates with scholars based in United States, Ghana and United Kingdom. Joanna Garner's co-authors include Peggy Van Meter, Avi Kaplan, Linda Bol, Ana Schwartz, Stephen T. Peverly, Michael Alley, James Sumowski, Kevin J. Pugh, Alan L. Porter and Sarah Zappe and has published in prestigious journals such as Journal of Educational Psychology, Developmental Psychology and Educational Psychology Review.

In The Last Decade

Joanna Garner

54 papers receiving 1.3k citations

Peers

Joanna Garner

EDUCA

DEP

ECP

SPS

Erin M. McTigue United States

Fang‐Ying Yang Taiwan

Louis Alfieri United States

Jörg Wittwer Germany

Douglas P. Newton United Kingdom

Tim N. Höffler Germany

Peggy Van Meter United States

John L. Nietfeld United States

Thomas André United States

Timothy J. Nokes‐Malach United States

Erin M. McTigue United States

Joanna Garner

950 ×1.3

EDUCA

586 ×1.1

DEP

279 ×0.7

ECP

108 ×0.7

120 ×0.8

SPS

Citations per year, relative to Joanna Garner Joanna Garner (= 1×) peers Erin M. McTigue

Countries citing papers authored by Joanna Garner

Since Specialization

Citations

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

Fields of papers citing papers by Joanna Garner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joanna Garner

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

Garner, Joanna, et al.. (2025). Teachers’ learning to teach difficult histories: navigating role identity in varying contexts. Professional Development in Education. 1–19.

Kaplan, Avi, Joanna Garner, & Stephen D. Whitney. (2025). A complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions. Journal of School Psychology. 110. 101470–101470. 1 indexed citations

Moore, Roxanne, et al.. (2024). Infusing Entrepreneurship into Engineering Design Curricula to Promote Inventiveness: A Student-Centered Approach to Inclusive Innovation. Papers on Engineering Education Repository (American Society for Engineering Education). 1 indexed citations

Garner, Joanna, et al.. (2024). Near-Peer Mentoring and Early Exposure to Computer Science – Quantitative and Qualitative Results. 2021 ASEE Virtual Annual Conference Content Access Proceedings.

Kaplan, Avi, et al.. (2023). Designing for diverse museum visitors’ identity exploration around inventiveness. Frontiers in Education. 8. 2 indexed citations

Garner, Joanna, et al.. (2023). Administrators' capacity for supporting reform‐oriented science instruction: An urban school district case study. Science Education. 107(5). 1238–1268. 1 indexed citations

Garner, Joanna, et al.. (2021). Invention Education as a Context for Children’s Identity Exploration. 4(1). 1–14. 5 indexed citations

Talbot, Catherine V., et al.. (2020). Engineering Ambassador Network: Professional Development of the Engineering Ambassadors. Papers on Engineering Education Repository (American Society for Engineering Education). 23.498.1–23.498.10. 7 indexed citations

Kaplan, Avi & Joanna Garner. (2020). Steps for Applying the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar. The Journal of Experimental Education. 88(3). 486–502. 24 indexed citations

10.

Garner, Joanna, Karen A. Thole, & Michael Alley. (2020). Work in progress (wip): A systematic review describing impacts on engineering undergraduates who participate in outreach. 1648. 1 indexed citations

11.

Alley, Michael, Joanna Garner, & Sarah Zappe. (2020). Projected Words Per Minute: A Window Into The Potential Effectiveness Of Presentation Slides. 15.1000.1–15.1000.14. 1 indexed citations

12.

Garner, Joanna, et al.. (2018). Measuring Well-Being as Students Transition between Schools: The Validation of the Quality of Transition Instrument.. 21(2). 1–12. 3 indexed citations

13.

Kaplan, Avi & Joanna Garner. (2017). A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity.. Developmental Psychology. 53(11). 2036–2051. 134 indexed citations

14.

Garner, Joanna & Michael Alley. (2016). Slide structure can influence the presenter’s understanding of the presentation’s content. 32(1). 39–54. 5 indexed citations

15.

Garner, Joanna & Michael Alley. (2013). How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach. 29(6). 1564–1579. 27 indexed citations

16.

Garner, Joanna, et al.. (2010). Using the LASSI to Predict First Year College Achievement: Is a Gender-Specific Approach Necessary?.. 28(13). 6 indexed citations

17.

Garner, Joanna, et al.. (2009). Common use of PowerPoint versus the assertion-evidence structure: A cognitive psychology perspective. Technical Communication. 56(4). 331–345. 23 indexed citations

18.

Stevens, Robert, et al.. (2008). Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading. Journal of Education for Students Placed at Risk (JESPAR). 13(4). 357–380. 9 indexed citations

19.

Meter, Peggy Van, Maja Zečević, Ana Schwartz, & Joanna Garner. (2006). Toward a theory of learner-generated drawings: The generative theory of drawing construction. Contemporary Educational Psychology. 31. 2 indexed citations

20.

Garner, Joanna. (2003). The Persuasion Model of conceptual change and its application to misconceptions in evolution. PhDT. 2 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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