Joyce E. Many

859 total citations
50 papers, 590 citations indexed

About

Joyce E. Many is a scholar working on Education, Literature and Literary Theory and Developmental and Educational Psychology. According to data from OpenAlex, Joyce E. Many has authored 50 papers receiving a total of 590 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 16 papers in Literature and Literary Theory and 16 papers in Developmental and Educational Psychology. Recurrent topics in Joyce E. Many's work include Reading and Literacy Development (13 papers), Teacher Education and Leadership Studies (10 papers) and Literacy, Media, and Education (10 papers). Joyce E. Many is often cited by papers focused on Reading and Literacy Development (13 papers), Teacher Education and Leadership Studies (10 papers) and Literacy, Media, and Education (10 papers). Joyce E. Many collaborates with scholars based in United States and Canada. Joyce E. Many's co-authors include Donna L. Wiseman, Jihye Kim, Geoffrey Lewis, Gertrude Tinker Sachs, Josephine Peyton Young, Donna E. Alvermann, Peter B. Mosenthal, Ewa McGrail, James W. Cunningham and Ronald P. Carver and has published in prestigious journals such as SHILAP Revista de lepidopterología, Reading Research Quarterly and Journal of Adolescent & Adult Literacy.

In The Last Decade

Joyce E. Many

46 papers receiving 455 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joyce E. Many United States 15 349 221 131 69 61 50 590
Richard Sagor United States 9 457 1.3× 133 0.6× 42 0.3× 76 1.1× 39 0.6× 26 644
Olga Dysthe Norway 13 683 2.0× 222 1.0× 112 0.9× 46 0.7× 77 1.3× 27 873
Sarah Howie South Africa 15 546 1.6× 205 0.9× 111 0.8× 52 0.8× 91 1.5× 60 762
Mary Alice Barksdale United States 10 484 1.4× 114 0.5× 65 0.5× 84 1.2× 30 0.5× 28 600
Cheryl L. Rosaen United States 12 533 1.5× 98 0.4× 67 0.5× 106 1.5× 39 0.6× 42 626
Kailonnie Dunsmore United States 6 229 0.7× 168 0.8× 75 0.6× 60 0.9× 65 1.1× 7 417
Rima Bahous Lebanon 15 308 0.9× 116 0.5× 113 0.9× 61 0.9× 156 2.6× 41 578
Stuart McNaughton New Zealand 17 486 1.4× 241 1.1× 48 0.4× 57 0.8× 32 0.5× 54 697
Adrienne Alton‐Lee New Zealand 11 440 1.3× 135 0.6× 47 0.4× 124 1.8× 50 0.8× 23 598
Mahsa Izadinia Australia 10 712 2.0× 75 0.3× 97 0.7× 139 2.0× 90 1.5× 16 843

Countries citing papers authored by Joyce E. Many

Since Specialization
Citations

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

Fields of papers citing papers by Joyce E. Many

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Joyce E. Many. 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 Joyce E. Many. The network helps show where Joyce E. Many may publish in the future.

Co-authorship network of co-authors of Joyce E. Many

This figure shows the co-authorship network connecting the top 25 collaborators of Joyce E. Many. A scholar is included among the top collaborators of Joyce E. Many 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 Joyce E. Many. Joyce E. Many 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
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Many, Joyce E., et al.. (2022). Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19. 5(3). 518–534. 8 indexed citations
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Many, Joyce E., et al.. (2017). An Instrument to Study State-Wide Implementation of edTPA: Validating the Levels of edTPA Integration Survey.. 27(1). 24–33. 2 indexed citations
6.
Many, Joyce E., et al.. (2014). Understanding Literacy Teacher Educators' Use of Scaffolding.. ScholarWorks - WMU (Western Michigan University). 53(3). 45–71. 3 indexed citations
7.
Many, Joyce E., et al.. (2012). Crisscrossing the University and Public School Contexts as Professional Development School Boundary Spanners.. Issues in teacher education. 21(2). 83–102. 14 indexed citations
8.
Bohan, Chara Haeussler & Joyce E. Many. (2011). Clinical Teacher Education: Reflections from an Urban Professional Development School Network. Readings in Educational Thought.. 1 indexed citations
9.
Many, Joyce E., et al.. (2007). An Examination of Preservice Literacy Teachers’ Initial Attempts to Provide Instructional Scaffolding. ScholarWorks - WMU (Western Michigan University). 48(1). 19–40. 6 indexed citations
10.
Fox, Dana L., et al.. (2006). Mentoring in literacy education: a commentary from graduate students, untenured professors, and tenured professors. Mentoring & Tutoring Partnership in Learning. 14(4). 371–387. 16 indexed citations
11.
Many, Joyce E., et al.. (2005). Developing a Sense of Audience: An Examination of One School's Instructional Contexts. ScholarWorks - WMU (Western Michigan University). 45(4). 321–348. 1 indexed citations
12.
Many, Joyce E., et al.. (2004). “I Know Them Better Than Students in My On-campus Courses”: Exploring a Personalized Approach to Online Instruction. DigitalCommons - Kennesaw State University (Kennesaw State University). 8(2). 3 indexed citations
13.
Many, Joyce E., et al.. (2002). Gender, Epistemology, and Education: An Exploration of the Knowledge Construction of Female and Male Pupils. ScholarWorks - WMU (Western Michigan University). 42(3). 191–214. 1 indexed citations
14.
Many, Joyce E.. (1999). Assessment and Instruction in a Graduate Literacy Education Class: Reflecting What I'm Learning in What I Do.. Journal of Adolescent & Adult Literacy. 42(7). 1 indexed citations
15.
Many, Joyce E., et al.. (1996). EXPLORING THE INFLUENCES OF LITERATURE APPROACHES ON CHILDREN'S STANCE WHEN RESPONDING AND THEIR RESPONSE COMPLEXITY. Reading Psychology. 17(1). 1–41. 3 indexed citations
16.
Many, Joyce E., et al.. (1995). Transactional Criticism and Aesthetic Literary Experiences: Examining Complex Responses in Light of the Teacher's Purpose. Index of Texas Archaeology Open Access Grey Literature from the Lone Star State. 36(2). 6. 4 indexed citations
17.
Many, Joyce E., et al.. (1992). An Analysis of Children's Responses to Storybook Characters in Non-Traditional Roles. ScholarWorks - WMU (Western Michigan University). 33(2). 95–107. 4 indexed citations
18.
Many, Joyce E.. (1992). Living Through Literacy Experiences Versus Literacy Analysis: Examining Stance in Children's Response to Literature. ScholarWorks - WMU (Western Michigan University). 32(3). 1. 3 indexed citations
19.
Many, Joyce E., et al.. (1989). Worlds of Possibilities in Response to Literature, Film, and Life. Language Arts. 66(3). 287–294. 4 indexed citations
20.
Many, Joyce E.. (1989). SEX ROLES FROM A CHILD'S POINT OF VIEW: AN ANALYSIS OF CHILDREN'S WRITING. Reading Psychology. 10(4). 357–370. 4 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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