Sally Johnson

402 total citations
16 papers, 255 citations indexed

About

Sally Johnson is a scholar working on Education, Developmental and Educational Psychology and Public Health, Environmental and Occupational Health. According to data from OpenAlex, Sally Johnson has authored 16 papers receiving a total of 255 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 5 papers in Developmental and Educational Psychology and 3 papers in Public Health, Environmental and Occupational Health. Recurrent topics in Sally Johnson's work include Teacher Education and Leadership Studies (7 papers), Science Education and Pedagogy (5 papers) and Innovative Teaching and Learning Methods (3 papers). Sally Johnson is often cited by papers focused on Teacher Education and Leadership Studies (7 papers), Science Education and Pedagogy (5 papers) and Innovative Teaching and Learning Methods (3 papers). Sally Johnson collaborates with scholars based in United Kingdom, South Africa and United States. Sally Johnson's co-authors include Martin Monk, Colin Robson, Martha J. Bradshaw, Shelby L. Garner, Shirley Simon, Fani Stylianidou, Malcolm West, Elizabeth Hughes, Rod Watson and Brian Wilson and has published in prestigious journals such as Medical Education, The Medical Journal of Australia and International Journal of Science Education.

In The Last Decade

Sally Johnson

16 papers receiving 209 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sally Johnson United Kingdom	8	170	43	33	27	25	16	255
Rebecca Skinner Canada	7	133 0.8×	5 0.1×	42 1.3×	17 0.6×	10 0.4×	20	252
Beth Archer‐Kuhn Canada	9	107 0.6×	15 0.3×	45 1.4×	15 0.6×	6 0.2×	31	240
Nadia L. Ward United States	9	159 0.9×	12 0.3×	59 1.8×	12 0.4×	6 0.2×	15	269
John Benseman New Zealand	6	161 0.9×	14 0.3×	45 1.4×	13 0.5×	20 0.8×	37	220
Hazel Bines United Kingdom	9	186 1.1×	34 0.8×	59 1.8×	17 0.6×	41 1.6×	22	292
Nicole Crawford Australia	11	146 0.9×	18 0.4×	21 0.6×	16 0.6×	14 0.6×	33	241
Sharon Ross United States	7	177 1.0×	52 1.2×	79 2.4×	37 1.4×	8 0.3×	9	292
Susan Whatman Australia	10	172 1.0×	15 0.3×	126 3.8×	10 0.4×	24 1.0×	36	266
Miner P. Marchbanks United States	9	150 0.9×	41 1.0×	57 1.7×	4 0.1×	27 1.1×	18	222
Jennifer Cartmel Australia	11	169 1.0×	19 0.4×	115 3.5×	16 0.6×	5 0.2×	56	291

Countries citing papers authored by Sally Johnson

Since Specialization

Citations

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

Fields of papers citing papers by Sally Johnson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sally Johnson

This figure shows the co-authorship network connecting the top 25 collaborators of Sally Johnson. A scholar is included among the top collaborators of Sally Johnson 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 Sally Johnson. Sally Johnson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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16 of 16 papers shown

Garner, Shelby L., et al.. (2018). The impact of simulation education on self‐efficacy towards teaching for nurse educators. International Nursing Review. 65(4). 586–595. 39 indexed citations

Simon, Shirley, et al.. (2011). Characteristics of effective professional development for early career science teachers. Research in Science & Technological Education. 29(1). 5–23. 16 indexed citations

Johnson, Sally, et al.. (2003). An approach to delivering sustainable teacher development in large science classes. African Journal of Research in Mathematics Science and Technology Education. 7(1). 85–96. 4 indexed citations

Johnson, Sally, et al.. (2002). Developing communication skills for pharmacist‐led clinics. Medical Education. 36(11). 1092–1093. 5 indexed citations

Johnson, Sally, et al.. (2002). Developing science process skills in special schools in South Africa. Journal of Research in Special Educational Needs. 2(1). 3 indexed citations

Johnson, Sally, et al.. (2000). Constraints on Development and Change to Science Teachers' Practice in Egyptian Classrooms. Journal of Education for Teaching International Research and Pedagogy. 26(1). 9–24. 30 indexed citations

Johnson, Sally, et al.. (2000). Teacher change in the Western Cape, South Africa: taking a big step in science education. Journal of In-service Education. 26(3). 569–582. 6 indexed citations

Monk, Martin, et al.. (2000). Developments in science teachers' attitudes to aims for practical work: continuity and change. Teacher Development. 4(2). 281–292. 5 indexed citations

Johnson, Sally, et al.. (2000). Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice. Compare A Journal of Comparative and International Education. 30(2). 179–192. 69 indexed citations

10.

Monk, Martin, et al.. (1999). The Evaluation of Classroom Observation Activities by Egyptian Science Teachers and the Wider Implications for Teacher Training. Journal of In-service Education. 25(3). 557–570. 5 indexed citations

11.

Monk, Martin, et al.. (1999). A quantitative study of the differences in ideas generated by three different opportunities for classroom talk. International Journal of Science Education. 21(4). 389–399. 4 indexed citations

12.

Monk, Martin, et al.. (1999). Seeing Ourselves as Others See Us: Egyptian teachers’ views of science education in secondary schools in London, UK. Compare A Journal of Comparative and International Education. 29(1). 85–97. 3 indexed citations

13.

Monk, Martin, et al.. (1999). A comparative study of attitudes to the aims of practical work in science education in Egypt, Korea and the UK. International Journal of Science Education. 21(12). 1311–1323. 20 indexed citations

14.

Johnson, Sally & Colin Robson. (1999). Threatened identities: the experiences of women in transition to programmes of professional higher education. Journal of Community & Applied Social Psychology. 9(4). 273–288. 21 indexed citations

15.

Monk, Martin, et al.. (1998). Modelling Adaptation in the Evolution of an In-service Programme: blind variation and selective retention in school-based observation activities. Journal of In-service Education. 24(3). 429–443. 7 indexed citations

16.

West, Malcolm, et al.. (1993). Rheumatic fever and chronic rheumatic heart disease in Yarrabah Aboriginal community, north Queensland: Establishment of a prophylactic program. The Medical Journal of Australia. 158(5). 316–318. 18 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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