| The promise and practice of learner-generated drawing: Literature review and synthesis P Van Meter, J Garner Educational psychology review 17, 285-325, 2005 | 545 | 2005 |
| A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity. A Kaplan, JK Garner Developmental psychology 53 (11), 2036, 2017 | 318 | 2017 |
| Challenges in supporting self-regulation in distance education environments L Bol, JK Garner Journal of Computing in Higher Education 23, 104-123, 2011 | 284 | 2011 |
| Conceptualizing the relations between executive functions and self-regulated learning JK Garner The Journal of psychology 143 (4), 405-426, 2009 | 271 | 2009 |
| Learner-generated drawing as a strategy for learning from content area text P Van Meter, M Aleksic, A Schwartz, J Garner Contemporary Educational Psychology 31 (2), 142-166, 2006 | 251 | 2006 |
| What predicts skill in lecture note taking? ST Peverly, V Ramaswamy, C Brown, J Sumowski, M Alidoost, J Garner Journal of Educational Psychology 99 (1), 167, 2007 | 241 | 2007 |
| A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case JK Garner, A Kaplan Teachers and Teaching 25 (1), 7-33, 2019 | 187 | 2019 |
| Transfer of a listening comprehension strategy to independent reading in first-grade students JK Garner, CR Bochna Early Childhood Education Journal 32, 69-74, 2004 | 101 | 2004 |
| Both handwriting speed and selective attention are important to lecture note-taking ST Peverly, JK Garner, PC Vekaria Reading and Writing 27, 1-30, 2014 | 93 | 2014 |
| Common use of powerpoint versus the assertion–evidence structure JK Garner, M Alley, AF Gaudelli, SE Zappe Technical communication 56 (4), 331-345, 2009 | 81 | 2009 |
| How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach J Garner, M Alley International Journal of Engineering Education 29 (6), 1564-1579, 2013 | 76 | 2013 |
| Museums as contexts for transformative experiences and identity development JK Garner, A Kaplan, K Pugh Journal of museum education 41 (4), 341-352, 2016 | 75 | 2016 |
| Schoolwide impact of military-connected student enrollment: Educators' perceptions JK Garner, PL Arnold, J Nunnery Children & Schools 36 (1), 31-39, 2014 | 69 | 2014 |
| An identity systems perspective on high ability in self-regulated learning A Kaplan, A Neuber, JK Garner High Ability Studies 30 (1-2), 53-78, 2019 | 35 | 2019 |
| Identity and motivation in a changing world: A complex dynamic systems perspective A Kaplan, JK Garner, B Brock Motivation in education at a time of global change 20, 101-127, 2019 | 34 | 2019 |
| A complex dynamic systems approach to the design and evaluation of teacher professional development JK Garner, A Kaplan Professional development in education 47 (2-3), 289-314, 2021 | 28 | 2021 |
| Steps for applying the complex dynamical systems approach in educational research: A guide for the perplexed scholar A Kaplan, JK Garner The Journal of Experimental Education 88 (3), 486-502, 2020 | 27 | 2020 |
| Examining micro‐change within and among science teachers' identities: A multiple case study SJ Hathcock, JK Garner, A Kaplan Science Education 104 (5), 827-856, 2020 | 26 | 2020 |
| Reading and integrated literacy strategies (RAILS): An integrated approach to early reading RJ Stevens, PN Van Meter, J Garner, N Warcholak, C Bochna, T Hall Journal of Education for Students Placed at Risk 13 (4), 357-380, 2008 | 26 | 2008 |
| Teacher role-identity and motivation as a dynamic system A Kaplan, JK Garner, S Semo Annual Meeting of the American Educational Research Association, 2015 | 23 | 2015 |
AVI KAPLANProfessor of Education and Psychology, Temple University在 temple.edu 的电子邮件经过验证
