Sandra Johnson

962 total citations
39 papers, 687 citations indexed

About

Sandra Johnson is a scholar working on Education, Developmental and Educational Psychology and Information Systems and Management. According to data from OpenAlex, Sandra Johnson has authored 39 papers receiving a total of 687 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Information Systems and Management. Recurrent topics in Sandra Johnson's work include Student Assessment and Feedback (5 papers), Higher Education Learning Practices (5 papers) and Educational Assessment and Improvement (5 papers). Sandra Johnson is often cited by papers focused on Student Assessment and Feedback (5 papers), Higher Education Learning Practices (5 papers) and Educational Assessment and Improvement (5 papers). Sandra Johnson collaborates with scholars based in United Kingdom, United States and Switzerland. Sandra Johnson's co-authors include Robert Griffith, Christopher DeLuca, Jean Cardinet, John F. Bell, Patricia Murphy, Kathleen Taylor, Jo‐Anne Baird, Priscilla Heard, Therese N. Hopfenbeck and Talia Isaacs and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal Of Nutrition and Studies in Higher Education.

In The Last Decade

Sandra Johnson

36 papers receiving 563 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sandra Johnson United Kingdom 14 364 120 95 81 77 39 687
R. S. Malaysia 2 347 1.0× 155 1.3× 45 0.5× 94 1.2× 117 1.5× 3 841
Joseph J. Stevens United States 15 745 2.0× 182 1.5× 39 0.4× 59 0.7× 122 1.6× 34 1.1k
Melissa S. Yale United States 5 443 1.2× 207 1.7× 49 0.5× 82 1.0× 143 1.9× 6 858
Amy B. Dellinger United States 6 409 1.1× 78 0.7× 128 1.3× 24 0.3× 103 1.3× 11 738
Colin Power Australia 13 409 1.1× 80 0.7× 62 0.7× 53 0.7× 133 1.7× 56 807
Valsa Koshy United Kingdom 10 305 0.8× 75 0.6× 98 1.0× 118 1.5× 91 1.2× 29 675
Guanglei Hong United States 16 611 1.7× 117 1.0× 46 0.5× 85 1.0× 52 0.7× 29 1.2k
Eva Knekta Sweden 9 205 0.6× 77 0.6× 52 0.5× 97 1.2× 124 1.6× 15 586
Rolf Vegar Olsen Norway 13 399 1.1× 148 1.2× 63 0.7× 46 0.6× 46 0.6× 30 656
Judith Anderson Koenig United States 13 326 0.9× 83 0.7× 31 0.3× 26 0.3× 37 0.5× 18 666

Countries citing papers authored by Sandra Johnson

Since Specialization
Citations

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

Fields of papers citing papers by Sandra Johnson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sandra Johnson

This figure shows the co-authorship network connecting the top 25 collaborators of Sandra Johnson. A scholar is included among the top collaborators of Sandra 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 Sandra Johnson. Sandra Johnson 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.
Johnson, Sandra, et al.. (2025). LinguAIsts@DravidianLangTech 2025: Abusive Tamil and Malayalam Text targeting Women on Social Media. 293–298. 1 indexed citations
2.
Buckland, Genevieve, Sandra Johnson, Laura Johnson, et al.. (2021). The relationship between dietary intakes and plasma concentrations of PUFA in school-age children from the Avon Longitudinal Study of Parents and Children (ALSPAC) cohort. British Journal Of Nutrition. 127(9). 1367–1377. 9 indexed citations
3.
Johnson, Sandra, et al.. (2019). Assessment innovation and reform in France. Assessment in Education Principles Policy and Practice. 27(3). 290–308. 3 indexed citations
4.
Johnson, Sandra, et al.. (2017). Readability Assessment of Online Patient Education Material on Congestive Heart Failure. SHILAP Revista de lepidopterología. 2017. 1–8. 112 indexed citations
5.
Baird, Jo‐Anne, Sandra Johnson, Therese N. Hopfenbeck, et al.. (2016). On the supranational spell of PISA in policy. Educational Research. 58(2). 121–138. 49 indexed citations
6.
Baird, Jo‐Anne, et al.. (2013). Marker effects and examination reliability: a comparative exploration from the perspectives of generalizability theory, Rasch modelling and multilevel modelling. Digital Education Resource Archive (University College London). 7 indexed citations
7.
Johnson, Sandra. (2012). Assessing Learning in the Primary Classroom. 4 indexed citations
8.
Johnson, Sandra. (2006). The neuroscience of the mentor‐learner relationship. New Directions for Adult and Continuing Education. 2006(110). 63–69. 7 indexed citations
9.
Johnson, Sandra & Kathleen Taylor. (2006). The Neuroscience of Adult Learning. Bibliothèque et Archives nationales du Québec (Québec government). 20 indexed citations
10.
Johnson, Sandra, et al.. (2001). Baseline Assessment in Scotland: An analysis of pilot data. Assessment in Education Principles Policy and Practice. 8(2). 171–192. 5 indexed citations
11.
Johnson, Sandra. (1988). Comparability in degree awards: Implications of two decades of secondary-level examinations research. Studies in Higher Education. 13(2). 177–187. 4 indexed citations
12.
Johnson, Sandra & John F. Bell. (1987). Gender Differences in Science: Option Choices.. School science review. 69(247). 17 indexed citations
13.
Johnson, Sandra. (1987). Gender differences in science: parallels in interest, experience and performance. International Journal of Science Education. 9(4). 467–481. 81 indexed citations
14.
Johnson, Sandra & John F. Bell. (1985). EVALUATING AND PREDICTING SURVEY EFFICIENCY USING GENERALIZABILITY THEORY. Journal of Educational Measurement. 22(2). 107–119. 18 indexed citations
15.
Johnson, Sandra & Leslie B. Cohen. (1984). Cross‐moderation: a useful comparative technique?. British Educational Research Journal. 10(1). 89–97. 2 indexed citations
16.
Driver, Rosalind, Jennifer R. Head, & Sandra Johnson. (1984). The differential uptake of science in schools in England, Wales and Northern Ireland. European Journal of Science Education. 6(1). 19–29. 6 indexed citations
17.
Cohen, Leslie B. & Sandra Johnson. (1982). The Generalizability of Cross‐Moderation. British Educational Research Journal. 8(2). 147–158. 3 indexed citations
18.
Johnson, Sandra, et al.. (1982). Monitoring Science Performance Using a Computerized Question Banking System. British Journal of Educational Technology. 13(2). 97–106. 8 indexed citations
19.
Johnson, Sandra & Harold Somers. (1978). Spontaneous and Imitated Responses in Articulation Testing. International Journal of Language & Communication Disorders. 13(2). 107–116. 11 indexed citations
20.
Johnson, Sandra, et al.. (1970). Make Your Own Movie.. 1 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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