Aubrey Golightly

501 total citations
26 papers, 213 citations indexed

About

Aubrey Golightly is a scholar working on Education, Developmental and Educational Psychology and Geography, Planning and Development. According to data from OpenAlex, Aubrey Golightly has authored 26 papers receiving a total of 213 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 13 papers in Developmental and Educational Psychology and 10 papers in Geography, Planning and Development. Recurrent topics in Aubrey Golightly's work include Innovative Teaching and Learning Methods (10 papers), Geography Education and Pedagogy (10 papers) and Problem and Project Based Learning (9 papers). Aubrey Golightly is often cited by papers focused on Innovative Teaching and Learning Methods (10 papers), Geography Education and Pedagogy (10 papers) and Problem and Project Based Learning (9 papers). Aubrey Golightly collaborates with scholars based in South Africa, United States and Germany. Aubrey Golightly's co-authors include Schalk Raath, Jako Olivier, David W. Johnson, Roger T. Johnson, Per Bergamin, B.-E. Van Wyk, Josef de Beer, Lesley Le Grange, Sandra Sprenger and Alexandra McManus and has published in prestigious journals such as Journal of Geography in Higher Education, Journal of Geography and International Research in Geographical and Environmental Education.

In The Last Decade

Aubrey Golightly

24 papers receiving 177 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Aubrey Golightly South Africa 9 156 56 51 42 16 26 213
Mark Newton United States 7 196 1.3× 88 1.6× 13 0.3× 50 1.2× 10 0.6× 15 255
Rod Lane Australia 10 225 1.4× 37 0.7× 127 2.5× 102 2.4× 30 1.9× 30 310
Berit S. Haug Norway 9 260 1.7× 109 1.9× 4 0.1× 25 0.6× 40 2.5× 12 316
Hayes Mizell 5 157 1.0× 27 0.5× 10 0.2× 9 0.2× 26 1.6× 16 218
Alexandra Budke Germany 9 92 0.6× 104 1.9× 88 1.7× 132 3.1× 26 1.6× 70 266
Juan Ramón Moreno Vera Spain 8 132 0.8× 64 1.1× 9 0.2× 108 2.6× 83 5.2× 38 291
Jinhong Jung United States 8 234 1.5× 101 1.8× 4 0.1× 61 1.5× 15 0.9× 11 298
Dayle Anderson New Zealand 7 182 1.2× 45 0.8× 5 0.1× 20 0.5× 11 0.7× 23 215
Karthigeyan Subramaniam United States 11 222 1.4× 70 1.3× 4 0.1× 22 0.5× 20 1.3× 38 271
İnga Gryl Germany 6 35 0.2× 9 0.2× 104 2.0× 90 2.1× 10 0.6× 43 183

Countries citing papers authored by Aubrey Golightly

Since Specialization
Citations

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

Fields of papers citing papers by Aubrey Golightly

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Aubrey Golightly

This figure shows the co-authorship network connecting the top 25 collaborators of Aubrey Golightly. A scholar is included among the top collaborators of Aubrey Golightly 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 Aubrey Golightly. Aubrey Golightly 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.
Golightly, Aubrey, et al.. (2025). The implementation of problem-based learning in education for sustainable development: preservice teachers’ voices. International Research in Geographical and Environmental Education. 1–17. 1 indexed citations
2.
Golightly, Aubrey. (2025). The importance of meaningful quality geography education in South African learning contexts. South African Geographical Journal. 107(4). 443–446.
3.
4.
Golightly, Aubrey. (2024). The relationship between a set of selected variables characterizing FET phase South African geography teachers and their self-directed learning abilities. South African Geographical Journal. 107(3). 283–300. 1 indexed citations
5.
Golightly, Aubrey & Sandra Sprenger. (2024). A Balancing Act: South African Geography teachers’ Implementation of Teacher-Centered and Learner-Centered Instructional Strategies in Their Classrooms. Journal of Geography. 123(1). 3–13. 2 indexed citations
6.
Golightly, Aubrey, et al.. (2023). Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process. Journal of Education. 128–148. 3 indexed citations
7.
8.
Golightly, Aubrey. (2021). Building bridges: the impact of scaffolds in PBL on the learning of South African pre-service geography teachers. Journal of Geography in Higher Education. 47(1). 37–55. 2 indexed citations
9.
Bergamin, Per, et al.. (2019). Self-Directed Learning for the 21st Century: Implications for Higher Education. BiblioBoard Library Catalog (Open Research Library). 23 indexed citations
10.
Golightly, Aubrey, et al.. (2019). The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning. BiblioBoard Library Catalog (Open Research Library). 11 indexed citations
11.
Golightly, Aubrey. (2019). Do Learning Style Preferences of Preservice Geography Teachers Matter in Self-Directed Learning?. Journal of Geography. 118(4). 143–156. 7 indexed citations
12.
Golightly, Aubrey. (2018). The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning. Journal of Geography in Higher Education. 42(3). 460–478. 20 indexed citations
13.
Golightly, Aubrey, et al.. (2018). Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study. Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. SP(21). 131–158. 1 indexed citations
14.
Golightly, Aubrey, et al.. (2016). TEACHING CHEMICAL EQUILIBRIUM THROUGH CONCEPTUAL CHANGE APPROACH: A SYNTHESIS AND ANALYSIS OF THE LITERATURE. Unisa Institutional Repository (University of South Africa). 1 indexed citations
15.
Beer, Josef de, et al.. (2016). PROBLEM-BASED AND SELF-DIRECTED LEARNING OUTCOMES DURING AN INDIGENOUS KNOWLEDGE INTERVENTION FOR LIFE SCIENCES TEACHERS. Unisa Institutional Repository (University of South Africa). 3 indexed citations
16.
Golightly, Aubrey & Schalk Raath. (2014). Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education. Journal of Geography. 114(2). 58–68. 32 indexed citations
17.
Golightly, Aubrey, et al.. (2013). Are South African Geography education students ready for problem-based learning?. Journal of Geography in Higher Education. 37(3). 432–455. 21 indexed citations
18.
McManus, Alexandra, et al.. (2011). Community intervention to increase seafood consumption (CIISC). eSpace (Curtin University). 1–345. 5 indexed citations
19.
Golightly, Aubrey. (2010). Microteaching to Assist Geography Teacher-Trainees in Facilitating Learner-Centered Instruction. Journal of Geography. 109(6). 233–242. 12 indexed citations
20.
Golightly, Aubrey, et al.. (2006). A Concept Model for Optimizing Contact Time in Geography Teacher Training Programs. Journal of Geography. 105(5). 185–197. 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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