| Candidate surveys on program evaluation: Examining Instrument reliability, validity and program effectiveness R Bhatnagar, J Kim, JE Many American Journal of Educational Research 2 (8), 683-690, 2014 | 177 | 2014 |
| The effect of teaching approach on third-grade students' response to literature JE Many, DL Wiseman Journal of Reading Behavior 24 (3), 265-287, 1992 | 160 | 1992 |
| Toward an understanding of the aesthetic response to literature C Cox, JE Many Language Arts 69 (1), 28-33, 1992 | 160 | 1992 |
| An exhibition and analysis of verbal tapestries: Understanding how scaffolding is woven into the fabric of instructional conversations JE Many Reading Research Quarterly 37 (4), 376-407, 2002 | 150 | 2002 |
| Traversing the topical landscape: Exploring students' self‐directed reading‐writing‐research processes JE Many, R Fyfe, G Lewis, E Mitchell Reading Research Quarterly 31 (1), 12-35, 1996 | 149 | 1996 |
| The effects of stance and age level on children's literary responses JE Many Journal of Reading Behavior 23 (1), 61-85, 1991 | 141 | 1991 |
| Stance towards a literary work: Applying the transactional theory to children's responses C Cox, JE Many Reading Psychology: An International Quarterly 13 (1), 37-72, 1992 | 139 | 1992 |
| The effect of reader stance on students' personal understanding of literature. JE Many National Reading Conference Yearbook, 1990 | 115 | 1990 |
| Epistemology and preservice teacher education: how do beliefs about knowledge affect our students’ experiences? JE Many, F Howard, P Hoge English Education 34 (4), 302-322, 2002 | 87 | 2002 |
| How will literacy be defined in the new millennium? JW Cunningham, JE Many, RP Carver, L Gunderson, PB Mosenthal Reading research quarterly 35 (1), 64-71, 2000 | 83 | 2000 |
| Being a friend and a mentor at the same time: A pooled case comparison JP Young, D Alvermann, J Kaste, S Henderson, J Many Mentoring & tutoring: Partnership in learning 12 (1), 23-36, 2004 | 74 | 2004 |
| How scaffolding nurtures the development of young children's literacy repertoire: Insiders’ and outsiders’ collaborative understandings SD Henderson, JE Many, HP Wellborn, J Ward Literacy Research and Instruction 41 (4), 309-330, 2002 | 74 | 2002 |
| Reader stance and literary understanding: Exploring the theories, research, and practice J Many, C Cox Ablex Publishing Corporation, 1992 | 74 | 1992 |
| Profiles of three preservice ESOL teachers' development of instructional scaffolding JE Many, D Dewberry, DL Taylor, K Coady Reading Psychology 30 (2), 148-174, 2009 | 55 | 2009 |
| Understanding the experiences and needs of mainstream teachers of ESL students: Reflections from a secondary social studies teacher. L Krumenaker, J Many, Y Wang TESL Canada Journal 25 (2), 66-84, 2008 | 53 | 2008 |
| Enabling complex aesthetic responses: An examination of three literary discussion approaches DL Wiseman, JE Many, J Altieri Literacy research, theory, and practice: Views from many perspectives, 283-289, 1992 | 50 | 1992 |
| Analyzing versus experiencing: The effects of teaching approaches on students’ responses JE Many, DL Wiseman Reader stance and literary understanding, 250-276, 1992 | 47 | 1992 |
| Beyond choosing: Emergent categories of efferent and aesthetic stance C Cox, J Many Reader stance and literary understanding, 103-126, 1992 | 47 | 1992 |
| Crisscrossing the university and public school contexts as professional development school boundary spanners. JE Many, TR Fisher, S Ogletree, D Taylor Issues in Teacher Education 21 (2), 2012 | 43 | 2012 |
| The effects of aesthetic and efferent teaching approaches on undergraduate students’ responses to literature DL Wiseman, JE Many Literacy Research and Instruction 31 (2), 66-83, 1991 | 43 | 1991 |