Joanne Hardman

826 total citations
48 papers, 455 citations indexed

About

Joanne Hardman is a scholar working on Education, Developmental and Educational Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Joanne Hardman has authored 48 papers receiving a total of 455 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 18 papers in Developmental and Educational Psychology and 17 papers in Human Factors and Ergonomics. Recurrent topics in Joanne Hardman's work include Innovative Education and Learning Practices (17 papers), Innovative Teaching and Learning Methods (15 papers) and Education and Technology Integration (8 papers). Joanne Hardman is often cited by papers focused on Innovative Education and Learning Practices (17 papers), Innovative Teaching and Learning Methods (15 papers) and Education and Technology Integration (8 papers). Joanne Hardman collaborates with scholars based in South Africa, Malaysia and Australia. Joanne Hardman's co-authors include Richard Watermeyer, Roger Yat‐Nork Chung, Tom Crick, Fiona McGaughey, Kalpana Shankar, Cathryn Knight, Dick Ng’ambi, Alan Amory, Jo M. Wilmshurst and Gina Ziervogel and has published in prestigious journals such as SHILAP Revista de lepidopterología, Industrial and Labor Relations Review and Environmental Science & Policy.

In The Last Decade

Joanne Hardman

39 papers receiving 420 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joanne Hardman South Africa 11 200 91 90 78 73 48 455
Sue Timmis United Kingdom 12 379 1.9× 85 0.9× 29 0.3× 99 1.3× 26 0.4× 39 553
Sara Bubb United Kingdom 16 732 3.7× 130 1.4× 51 0.6× 69 0.9× 108 1.5× 65 898
Eleanore Hargreaves United Kingdom 15 685 3.4× 134 1.5× 34 0.4× 56 0.7× 38 0.5× 56 838
Esther Chiner Spain 12 221 1.1× 22 0.2× 40 0.4× 55 0.7× 52 0.7× 38 468
Youmen Chaaban Qatar 13 371 1.9× 60 0.7× 25 0.3× 67 0.9× 39 0.5× 69 541
Mark Boylan United Kingdom 13 467 2.3× 90 1.0× 60 0.7× 18 0.2× 30 0.4× 39 601
Joakim Caspersen Norway 9 300 1.5× 60 0.7× 34 0.4× 29 0.4× 20 0.3× 40 401
Debbie Holley United Kingdom 13 393 2.0× 107 1.2× 21 0.2× 119 1.5× 31 0.4× 59 568
Debra Bath Australia 11 477 2.4× 102 1.1× 30 0.3× 24 0.3× 44 0.6× 27 693
Pamela Lomax United Kingdom 9 463 2.3× 101 1.1× 75 0.8× 27 0.3× 26 0.4× 25 686

Countries citing papers authored by Joanne Hardman

Since Specialization
Citations

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

Fields of papers citing papers by Joanne Hardman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joanne Hardman

This figure shows the co-authorship network connecting the top 25 collaborators of Joanne Hardman. A scholar is included among the top collaborators of Joanne Hardman 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 Hardman. Joanne Hardman 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.
Ashari, Zakiah Mohamad, et al.. (2024). DEVELOPMENT AND EFFECTIVENESS OF THE E-SKY MODULE BASED ON PBL IN THE TEACHING AND FACILITATION PROCESS OF EARLY SCIENCE. Journal of Baltic Science Education. 23(2). 221–239.
2.
Ashari, Zakiah Mohamad, et al.. (2024). The Integration of Technology-Based Learning in Early Science Learning: An Investigative Approach. International Journal of Academic Research in Progressive Education and Development. 13(3).
3.
4.
Hardman, Joanne, et al.. (2024). Clinical practice applicability and relevance to non-specialists of a paediatric EEG online learning tool. BMC Medical Education. 24(1). 102–102.
5.
Ashari, Zakiah Mohamad, et al.. (2024). Emotional intelligence and personality traits in high school students: a survey study. International Journal of Evaluation and Research in Education (IJERE). 13(4). 2345–2345.
6.
Hardman, Joanne, et al.. (2023). iLearn? Investigating dialogical interaction with tablets in mathematics lessons. Technology Pedagogy and Education. 32(3). 321–335. 2 indexed citations
7.
Patel, Zarina, et al.. (2023). Exploring the role of transdisciplinary learning for navigating climate risks in African cities: The case of Lusaka, Zambia. Environmental Science & Policy. 149. 103571–103571. 3 indexed citations
8.
Ashari, Zakiah Mohamad, et al.. (2023). Best Practices in STEM Education for Preschool Children: A Case Study in Malaysia. Sains Humanika. 16(1). 87–99. 1 indexed citations
9.
Hardman, Joanne, et al.. (2023). Cultural taboos in mediating science in a Namibian bilingual primary school. SHILAP Revista de lepidopterología. 14(1). 1 indexed citations
10.
McGaughey, Fiona, Richard Watermeyer, Kalpana Shankar, et al.. (2021). ‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector. Higher Education Research & Development. 41(7). 2231–2246. 72 indexed citations
11.
Hardman, Joanne, et al.. (2021). Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis. Creative Education. 12(2). 453–469. 2 indexed citations
12.
13.
Hardman, Joanne, et al.. (2014). The impact of computer and mathematics software usage on performance of school leavers in the Western Cape Province of South Africa: a comparative analysis.. International journal of education and development using information and communication technology. 10(1). 22–40. 4 indexed citations
14.
Hardman, Joanne, Jenny Jansen, David Neves, et al.. (2013). Child and adolescent development : a South African socio-cultural perspective. Oxford University Press eBooks. 8 indexed citations
15.
Hardman, Joanne. (2007). Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory.. The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies). 3(4). 110–130. 9 indexed citations
16.
Hardman, Joanne. (2005). An Exploratory Case Study of Computer Use in a Primary School Mathematics Classroom: New Technology, New Pedagogy? Research: Information and Communication Technologies. Perspectives in Education. 23(4). 99–111. 28 indexed citations
17.
Hardman, Joanne. (2005). Activity Theory as a framework for understanding teachers\' perceptions of computer usage at a primary school level in South Africa. South African Journal of Education. 25(4). 258–265. 20 indexed citations
18.
Hardman, Joanne. (1969). American labor dynamics. 4 indexed citations
19.
Hardman, Joanne, et al.. (1966). The Middle East : Lebanon, Syria, Jordan, Iraq, Iran. Hachette eBooks.
20.
Hardman, Joanne, et al.. (1951). The house of labor : internal operations of American unions. Greenwood Press eBooks. 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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