Joanna O. Masingila

1.1k total citations
39 papers, 676 citations indexed

About

Joanna O. Masingila is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Joanna O. Masingila has authored 39 papers receiving a total of 676 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 8 papers in Statistics and Probability and 4 papers in Developmental and Educational Psychology. Recurrent topics in Joanna O. Masingila's work include Mathematics Education and Teaching Techniques (20 papers), Education and Technology Integration (12 papers) and Teacher Education and Leadership Studies (8 papers). Joanna O. Masingila is often cited by papers focused on Mathematics Education and Teaching Techniques (20 papers), Education and Technology Integration (12 papers) and Teacher Education and Leadership Studies (8 papers). Joanna O. Masingila collaborates with scholars based in United States, Kenya and Canada. Joanna O. Masingila's co-authors include Helen M. Doerr, Alan Foley, Benjamin H. Dotger, Frank Lester, Kelly Chandler‐Olcott, Kathleen A. Hinchman, Diana Lambdin Kroll, Marcelle M. Haddix and Louise C. Wilkinson and has published in prestigious journals such as The Journal of Physical Chemistry B, Environmental Research and Higher Education.

In The Last Decade

Joanna O. Masingila

37 papers receiving 565 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joanna O. Masingila United States 13 554 168 127 59 52 39 676
Janet Bowers United States 10 518 0.9× 213 1.3× 122 1.0× 60 1.0× 43 0.8× 24 650
Jean Schmittau United States 7 457 0.8× 296 1.8× 103 0.8× 63 1.1× 102 2.0× 11 732
Glenda Anthony New Zealand 16 980 1.8× 247 1.5× 169 1.3× 69 1.2× 44 0.8× 47 1.1k
Andreas Ryve Sweden 16 598 1.1× 175 1.0× 133 1.0× 56 0.9× 13 0.3× 48 690
Marta Civil United States 19 988 1.8× 158 0.9× 133 1.0× 139 2.4× 62 1.2× 65 1.2k
Kathleen Lynch United States 16 564 1.0× 118 0.7× 130 1.0× 61 1.0× 23 0.4× 31 689
Fran Arbaugh United States 15 636 1.1× 120 0.7× 100 0.8× 69 1.2× 24 0.5× 50 694
Jeremy Hodgen United Kingdom 20 1.0k 1.8× 181 1.1× 182 1.4× 190 3.2× 43 0.8× 82 1.2k
Geoff Wake United Kingdom 14 545 1.0× 138 0.8× 76 0.6× 94 1.6× 135 2.6× 49 666
Amanda Jansen United States 13 703 1.3× 187 1.1× 159 1.3× 73 1.2× 13 0.3× 40 814

Countries citing papers authored by Joanna O. Masingila

Since Specialization
Citations

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

Fields of papers citing papers by Joanna O. Masingila

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joanna O. Masingila

This figure shows the co-authorship network connecting the top 25 collaborators of Joanna O. Masingila. A scholar is included among the top collaborators of Joanna O. Masingila 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 O. Masingila. Joanna O. Masingila 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.
Masingila, Joanna O., et al.. (2018). From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration. Africa Education Review. 16(1). 58–87. 6 indexed citations
2.
Masingila, Joanna O., et al.. (2017). Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal of Mathematics Teacher Education. 21(5). 429–450. 42 indexed citations
3.
Haddix, Marcelle M., et al.. (2015). Active Learning Strategies for Complementing the Lecture Teaching Methods in Large Classes in Higher Education. 4(2015). 57–68. 4 indexed citations
4.
Foley, Alan & Joanna O. Masingila. (2014). The use of mobile devices as assistive technology in resource-limited environments: access for learners with visual impairments in Kenya. Disability and Rehabilitation Assistive Technology. 10(4). 332–339. 19 indexed citations
5.
Dotger, Benjamin H., et al.. (2014). Exploring iconic interpretation and mathematics teacher development through clinical simulations. Journal of Mathematics Teacher Education. 18(6). 577–601. 27 indexed citations
6.
Masingila, Joanna O., et al.. (2010). UNDERSTANDING STUDENTS’ OUT-OF-SCHOOL MATHEMATICS AND SCIENCE PRACTICE. International Journal of Science and Mathematics Education. 9(1). 89–108. 8 indexed citations
7.
Masingila, Joanna O., et al.. (2007). Investigating African American Students Identity and Agency in a Mathematics and Graphing Calculator Environment at a Low-SES School. 1–2. 2 indexed citations
8.
Masingila, Joanna O., et al.. (2006). Using multimedia case studies to advance pre-service teacher knowing. International education journal. 7(7). 948–956. 3 indexed citations
9.
Masingila, Joanna O., et al.. (2006). Calculus Students Perceptions of the Relationship among the Concepts of Function Transformation, Function Composition, and Function Inverse. 1–2. 2 indexed citations
10.
11.
Masingila, Joanna O., et al.. (2004). Learning from the Process: The Making of a Multimedia Case Study.. Contemporary issues in technology and teacher education. 4(3). 269–283. 4 indexed citations
12.
Masingila, Joanna O.. (2002). Chapter 3: Examining Students' Perceptions of Their Everyday Mathematics Practice. 11. 30–30. 8 indexed citations
13.
Masingila, Joanna O. & Frank Lester. (2001). Mathematics for Elementary Teachers via Problem Solving. Medical Entomology and Zoology. 7 indexed citations
14.
Masingila, Joanna O.. (1998). Mind and Social Practice: Selected Writings of Sylvia Scribner. Anthropology & Education Quarterly. 29(4). 509–510. 88 indexed citations
15.
Masingila, Joanna O., et al.. (1996). Middle School Students' Use of Function Ideas in Everyday Mathematics..
16.
Masingila, Joanna O., et al.. (1995). The Effects of Writing To Learn Mathematics on the Types of Errors Students Make in a College Calculus Class.. The Journal of Physical Chemistry B. 110(4). 1553–8. 1 indexed citations
17.
Masingila, Joanna O.. (1995). Examining Students' Perceptions of Their Everyday Mathematics Practice.. 16 indexed citations
18.
Masingila, Joanna O.. (1994). Mathematics Practice in Carpet Laying. Anthropology & Education Quarterly. 25(4). 430–462. 52 indexed citations
19.
Masingila, Joanna O.. (1993). Comparing In-School and Out-of-School Mathematics Practice.. Environmental Research. 142. 273–80. 2 indexed citations
20.
Masingila, Joanna O.. (1993). Learning from Mathematics Practice in Out-of-School Situations.. for the learning of mathematics. 13(2). 18–22. 32 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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