Joy Jarvis

815 total citations
53 papers, 491 citations indexed

About

Joy Jarvis is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Joy Jarvis has authored 53 papers receiving a total of 491 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 18 papers in Developmental and Educational Psychology and 8 papers in Sociology and Political Science. Recurrent topics in Joy Jarvis's work include Teacher Education and Leadership Studies (13 papers), Reflective Practices in Education (12 papers) and Hearing Impairment and Communication (10 papers). Joy Jarvis is often cited by papers focused on Teacher Education and Leadership Studies (13 papers), Reflective Practices in Education (12 papers) and Hearing Impairment and Communication (10 papers). Joy Jarvis collaborates with scholars based in United Kingdom and Ireland. Joy Jarvis's co-authors include Claire Dickerson, Catherine Bovill, Julia Petty, Karen Smith, Indra Sinka, Roger Lévy, Amanda Roberts, Wendy McCracken, Helen Payne and Ruth Swanwick and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Clinical Nursing and ELT Journal.

In The Last Decade

Joy Jarvis

47 papers receiving 425 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Joy Jarvis United Kingdom	12	291	106	88	52	43	53	491
Leena Syrjälä Finland	10	265 0.9×	35 0.3×	164 1.9×	129 2.5×	10 0.2×	24	526
John O. Anderson Canada	14	277 1.0×	51 0.5×	45 0.5×	60 1.2×	8 0.2×	38	490
Maryanne Theobald Australia	13	302 1.0×	53 0.5×	194 2.2×	47 0.9×	86 2.0×	42	457
Dana K. Donohue South Africa	10	258 0.9×	72 0.7×	125 1.4×	159 3.1×	5 0.1×	16	512
Motoyuki Nakaya Japan	9	130 0.4×	75 0.7×	50 0.6×	229 4.4×	7 0.2×	32	456
Cheryll Duquette Canada	14	252 0.9×	93 0.9×	96 1.1×	73 1.4×	18 0.4×	38	519
Nicole Gardner‐Neblett United States	12	294 1.0×	143 1.3×	96 1.1×	113 2.2×	7 0.2×	27	482
Gregory A. Cheatham United States	16	416 1.4×	124 1.2×	108 1.2×	240 4.6×	59 1.4×	61	641
Rong Chang United States	8	95 0.3×	40 0.4×	60 0.7×	61 1.2×	10 0.2×	15	308
Elizabeth L. Jaeger United States	10	447 1.5×	79 0.7×	127 1.4×	241 4.6×	15 0.3×	32	625

Countries citing papers authored by Joy Jarvis

Since Specialization

Citations

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

Fields of papers citing papers by Joy Jarvis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joy Jarvis

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

Jarvis, Joy, et al.. (2025). Engaging in Transnational Education.

Bovill, Catherine, et al.. (2025). Co-creating Learning and Teaching. 2 indexed citations

Jarvis, Joy, et al.. (2025). Enabling Critical Pedagogy in Higher Education.

Clark, Amanda, et al.. (2023). Equality, diversity and inclusion: learning from laying our cards on the table. SHILAP Revista de lepidopterología.

Woods, Philip A., et al.. (2023). Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership. Professional Development in Education. 49(4). 600–619. 1 indexed citations

Dickerson, Claire, et al.. (2022). Using a teacher knowledge framework to connect teaching practice with theory. University of Hertfordshire Research Archive (University of Hertfordshire). 4(3). 191–211. 3 indexed citations

Dickerson, Claire, et al.. (2021). The role of pupils in developing student teachers’ knowledge of teaching. Journal of Education for Teaching International Research and Pedagogy. 47(4). 475–494. 2 indexed citations

Petty, Julia, et al.. (2020). Exploring the impact of digital stories on empathic learning in neonatal nurse education. Nurse Education in Practice. 48. 102853–102853. 16 indexed citations

Woods, Philip A., et al.. (2020). Autonomy, leadership and leadership development in England’s school system. School Leadership and Management. 41(1-2). 73–92. 11 indexed citations

10.

Woods, Philip A., et al.. (2020). Autonomy and Regulation in the School System in England. University of Hertfordshire Research Archive (University of Hertfordshire). 1 indexed citations

11.

Petty, Julia, et al.. (2018). Core story creation: analysing narratives to construct stories for learning. Nurse Researcher. 25(4). 47–51. 20 indexed citations

12.

Jarvis, Joy. (2018). Is teaching systemically frail in universities and if so what can we do about it. University of Hertfordshire Research Archive (University of Hertfordshire). 1 indexed citations

13.

Dickerson, Claire, Joy Jarvis, & Roger Lévy. (2013). Learning through projects: identifying opportunities for individual professional learning and development. Professional Development in Education. 40(1). 17–35. 9 indexed citations

14.

Jarvis, Joy, et al.. (2012). A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education. The Australian journal of teacher education. 37(11). 1 indexed citations

15.

Jarvis, Joy, et al.. (2004). The Role of Parenting Classes for Young Fathers in Prison: A Case Study. Probation Journal. 51(1). 21–33. 19 indexed citations

16.

Jarvis, Joy, et al.. (2003). Deaf pupils' views of inclusion in mainstream schools. Deafness & Education International. 5(3). 144–156. 16 indexed citations

17.

Jarvis, Joy. (2002). Exclusion by inclusion? Issues for deaf pupils and their mainstream teachers. Education 3-13. 30(2). 47–51. 10 indexed citations

18.

Jarvis, Joy, et al.. (2002). Inclusion – what deaf pupils think: an RNID/DfES project undertaken by the University of Hertfordshire, November 2001–July 2002. Deafness & Education International. 4(3). 142–147. 6 indexed citations

19.

Jarvis, Joy, et al.. (2001). Interaction and the Development of Communication in the Under Twos: Issues for practitioners working with young children in groups. Early Years Journal of International Research and Development. 21(2). 129–138. 6 indexed citations

20.

Jarvis, Joy. (1992). Using diaries for teacher reflection on in-service courses. ELT Journal. 46(2). 133–143. 36 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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