Joanne Brownlee

2.8k total citations
121 papers, 1.7k citations indexed

About

Joanne Brownlee is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Joanne Brownlee has authored 121 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 109 papers in Education, 63 papers in Developmental and Educational Psychology and 36 papers in Sociology and Political Science. Recurrent topics in Joanne Brownlee's work include Education and Critical Thinking Development (62 papers), Educational Strategies and Epistemologies (58 papers) and Innovative Teaching and Learning Methods (30 papers). Joanne Brownlee is often cited by papers focused on Education and Critical Thinking Development (62 papers), Educational Strategies and Epistemologies (58 papers) and Innovative Teaching and Learning Methods (30 papers). Joanne Brownlee collaborates with scholars based in Australia, Norway and United States. Joanne Brownlee's co-authors include Sue Walker, Gillian M. Boulton‐Lewis, Mary Ryan, Leila E. Ferguson, Eva Johansson, Nola Purdie, Gregory Schraw, Suzanne Carrington, Florian C. Feucht and Joanne Ailwood and has published in prestigious journals such as The American Journal of Gastroenterology, Review of Educational Research and Australasian Journal of Paramedicine.

In The Last Decade

Joanne Brownlee

110 papers receiving 1.5k citations

Peers

Joanne Brownlee

EDUCA

DEP

SPS

Alyson Adams United States

Dorene D. Ross United States

Linda Hargreaves United Kingdom

Donald McIntyre United Kingdom

Beng Huat See United Kingdom

Jos Kessels Netherlands

Yvonne Anders Germany

Carol R. Rodgers United States

Helena Rasku‐Puttonen Finland

Morva McDonald United States

Alyson Adams United States

Joanne Brownlee

1.5k ×1.1

EDUCA

457 ×0.7

DEP

156 ×0.4

SPS

53 ×0.6

78 ×0.9

Citations per year, relative to Joanne Brownlee Joanne Brownlee (= 1×) peers Alyson Adams

Countries citing papers authored by Joanne Brownlee

Since Specialization

Citations

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

Fields of papers citing papers by Joanne Brownlee

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joanne Brownlee

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

Walker, Sue, Joanne Brownlee, Mary Ryan, et al.. (2023). Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon. 9(2). e13754–e13754. 1 indexed citations

Kelly, Peter J., Isabella Ingram, Frank P. Deane, et al.. (2023). Feasibility and preliminary results of a call centre delivered continuing care intervention following residential alcohol and other drug treatment. Drug and Alcohol Review. 42(6). 1395–1405.

Stahl, Garth, et al.. (2022). Scoping review of conceptions of literacy in middle school science. Research Papers in Education. 39(1). 134–154. 2 indexed citations

Ingram, Isabella, Peter J. Kelly, Frank P. Deane, et al.. (2021). Continuing care following residential alcohol and other drug treatment: Continuing care worker perceptions. Drug and Alcohol Review. 41(1). 88–95. 5 indexed citations

Mills, Reece, et al.. (2021). How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?. International Journal of Science Education. 43(14). 2333–2350. 8 indexed citations

Brownlee, Joanne, Eva Johansson, Sue Walker, & Laura Scholes. (2017). Teaching for Active Citizenship: Personal Epistemology and Practices in Early Education Classrooms. Routledge eBooks. 10 indexed citations

Brownlee, Joanne, et al.. (2017). Cognitive remediation improves executive functions, self-regulation and quality of life in residents of a substance use disorder therapeutic community. Drug and Alcohol Dependence. 178. 150–158. 32 indexed citations

Brownlee, Joanne, Eva Johansson, Charlotte Cobb‐Moore, et al.. (2015). Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities. QUT ePrints (Queensland University of Technology). 12 indexed citations

Sumsion, Jennifer, Joanne Brownlee, Sharon Ryan, et al.. (2015). Evaluative decision-making for high-quality professional development: cultivating an evaluative stance. Professional Development in Education. 41(2). 419–432. 12 indexed citations

10.

Walker, Sue, Joanne Brownlee, Chrystal Whiteford, Beryl Exley, & Annette Woods. (2012). A longitudinal study of change in preservice teachers’ personal epistemologies. Australasian Journal of Paramedicine. 2 indexed citations

11.

Tait, Gordon, et al.. (2012). "Are There Any Right or Wrong Answers in Teaching Philosophy?". Teaching Philosophy. 35(4). 367–381. 1 indexed citations

12.

Berthelsen, Donna, et al.. (2011). Teacher's Beliefs and Practices in Early Childhood Education in Singapore. 7 indexed citations

13.

Exley, Beryl, Sue Walker, & Joanne Brownlee. (2008). Characteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes. Australasian Journal of Paramedicine. 33(6). 7 indexed citations

14.

Brownlee, Joanne, et al.. (2008). Childcare workers’ and centre directors’ beliefs about infant childcare quality and professional training. Early Child Development and Care. 179(4). 453–475. 2 indexed citations

15.

Brownlee, Joanne, et al.. (2007). Hong Kong Student Teachers' Beliefs About Children's Learning: Influences of a Cross-Cultural Early Childhood Teaching Experience. 7. 11–21. 10 indexed citations

16.

Brownlee, Joanne. (2004). An investigation of teacher education students’ epistemological beliefs: Developing a relational model of teaching. Research in Education. 2 indexed citations

17.

Brownlee, Joanne, Gillian M. Boulton‐Lewis, & Nola Purdie. (2003). An investigation of pre-service teacher's knowledge about learning. Higher Education. 1 indexed citations

18.

Brownlee, Joanne. (2003). Paradigm shifts in preservice teacher education students: A case study of changes in epistemological beliefs for two teacher education students. Faculty of Education. 14 indexed citations

19.

Brownlee, Joanne, Gillian M. Boulton‐Lewis, & Nola Purdie. (2001). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epistemological beliefs. QUT ePrints (Queensland University of Technology). 2. 49 indexed citations

20.

Brownlee, Joanne. (2001). Knowing and Learning in Teacher Education: A Theoretical Framework of Core and Peripheral Beliefs in Application. Faculty of Education. 7 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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