Janet Condy

586 total citations
49 papers, 347 citations indexed

About

Janet Condy is a scholar working on Education, Speech and Hearing and Literature and Literary Theory. According to data from OpenAlex, Janet Condy has authored 49 papers receiving a total of 347 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 16 papers in Speech and Hearing and 15 papers in Literature and Literary Theory. Recurrent topics in Janet Condy's work include Digital Storytelling and Education (16 papers), Literacy, Media, and Education (13 papers) and Reading and Literacy Development (9 papers). Janet Condy is often cited by papers focused on Digital Storytelling and Education (16 papers), Literacy, Media, and Education (13 papers) and Reading and Literacy Development (9 papers). Janet Condy collaborates with scholars based in South Africa, United Arab Emirates and United States. Janet Condy's co-authors include Agnes Chigona, Daniela Gachago, Eunice Ivala, Lawrence Meda, David Donald, Rajendra Chetty and Lindsay Clowes and has published in prestigious journals such as SHILAP Revista de lepidopterología, Gender and Education and The Reading Teacher.

In The Last Decade

Janet Condy

46 papers receiving 303 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Janet Condy South Africa	11	182	132	87	80	62	49	347
Siew Ming Thang Malaysia	13	289 1.6×	80 0.6×	74 0.9×	132 1.6×	119 1.9×	42	469
Michèle Anstey Australia	10	173 1.0×	124 0.9×	260 3.0×	68 0.8×	57 0.9×	19	396
Lisa Zawilinski United States	9	211 1.2×	65 0.5×	143 1.6×	27 0.3×	112 1.8×	11	350
Weimin Toh Singapore	10	132 0.7×	40 0.3×	85 1.0×	46 0.6×	112 1.8×	17	318
Troy Wayne Hicks South Africa	9	210 1.2×	76 0.6×	161 1.9×	26 0.3×	51 0.8×	47	348
Alecia Marie Magnifico United States	10	235 1.3×	50 0.4×	222 2.6×	45 0.6×	102 1.6×	22	433
Jayne C. Lammers United States	11	189 1.0×	47 0.4×	221 2.5×	51 0.6×	77 1.2×	28	386
Isabel Alonso Belmonte Spain	9	98 0.5×	100 0.8×	160 1.8×	174 2.2×	42 0.7×	33	355
Fiona Maine United Kingdom	10	314 1.7×	27 0.2×	87 1.0×	104 1.3×	194 3.1×	24	468
Mehmet Nuri Gömleksiz Türkiye	11	343 1.9×	35 0.3×	50 0.6×	83 1.0×	83 1.3×	98	445

Countries citing papers authored by Janet Condy

Since Specialization

Citations

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

Fields of papers citing papers by Janet Condy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Janet Condy

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

All Works

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20 of 20 papers shown

Condy, Janet, et al.. (2025). Educators of inmates: Reflections on a five-day Reading-for-Meaning workshop. SHILAP Revista de lepidopterología. 16(1).

Condy, Janet, et al.. (2023). Pedagogical dilemma in teacher education: Bridging the theory practice gap. South African Journal of Higher Education. 37(2). 4 indexed citations

Condy, Janet, et al.. (2023). Exploring teachers’ experiences in implementing the Screening, identification, assessment and support policy in South Africa. South African Journal of Education. 43(3). 1–8. 2 indexed citations

Condy, Janet, et al.. (2021). Newly Qualified Teachers Integration of Technology during Curriculum Delivery. International Journal of Education and Practice. 9(2). 297–309. 4 indexed citations

Condy, Janet, et al.. (2020). Pedagogical approaches to develop social skills of learners with autism spectrum disorder: Perceptions of three foundation phase teachers. SHILAP Revista de lepidopterología. 38(2). 1 indexed citations

Condy, Janet, et al.. (2020). How are we really teaching our students? A paradox in pedagogy. South African Journal of Higher Education. 34(2). 1 indexed citations

Condy, Janet, et al.. (2017). The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder. South African Journal of Childhood Education. 7(1). 11–11. 2 indexed citations

Condy, Janet, et al.. (2016). Philosophical enquiry as a pedagogical tool to implement the CAPS curriculum: Final-year pre-service teachers’ perceptions. South African Journal of Education. 36(1). 1–8. 11 indexed citations

Gachago, Daniela, Lindsay Clowes, & Janet Condy. (2016). ‘Family comes in all forms, blood or not’: disrupting dominant narratives around the patriarchal nuclear family. Gender and Education. 30(8). 966–981. 3 indexed citations

10.

Gachago, Daniela, et al.. (2014). Using Digital Counterstories as Multimodal Pedagogy among South African Pre-Service Student Educators to Produce Stories of Resistance.. The Electronic Journal of e-Learning. 12(1). 29–42. 17 indexed citations

11.

Gachago, Daniela, Janet Condy, Eunice Ivala, & Agnes Chigona. (2014). ‘All stories bring hope because stories bring awareness’: students’ perceptions of digital storytelling for social justice education. South African Journal of Education. 34(4). 1–12. 24 indexed citations

12.

Condy, Janet, et al.. (2014). The impact of poor working memory skills on a Grade 2 learner’s written and oral literacy performance. SHILAP Revista de lepidopterología. 5(1). 2 indexed citations

13.

Ivala, Eunice, Daniela Gachago, Janet Condy, & Agnes Chigona. (2013). Enhancing Student Engagement with Their Studies: A Digital Storytelling Approach. Creative Education. 4(10). 82–89. 29 indexed citations

14.

Chigona, Agnes, Janet Condy, Daniela Gachago, & Eunice Ivala. (2012). Examining pre-service teachers’ perceptions on uptake of digital storytelling for classroom use. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2012(1). 1621–1628. 5 indexed citations

15.

Condy, Janet, Agnes Chigona, Daniela Gachago, & Eunice Ivala. (2012). PRE-SERVICE STUDENTS' PERCEPTIONS AND EXPERIENCES OF DIGITAL STORYTELLING IN DIVERSE CLASSROOMS. The turkish online journal of educational technology. 11(3). 278–285. 46 indexed citations

16.

Condy, Janet, et al.. (2012). Developing the language of thinking within a classroom community of inquiry: pre-service teachers’ experiences. South African Journal of Education. 32(3). 319–330. 13 indexed citations

17.

Condy, Janet, et al.. (2011). The identification of sensory processing difficulties of learners experiencing Asperger’s Syndrome (AS) in two mainstream Grade R classes. South African Journal of Childhood Education. 1(2). 11–26.

18.

Condy, Janet, et al.. (2010). Final-year teacher training students' perceptions of THRASS. South African Journal of Education. 30(2). 261–275. 5 indexed citations

19.

Condy, Janet, et al.. (2010). Final-year teacher training students’ perceptions of THRASS. South African Journal of Education. 30(2). 261–275. 2 indexed citations

20.

Donald, David, et al.. (2003). Literacy Development: Lessons Learned from a Pilot Project in South Africa.. The Reading Teacher. 56(5). 5 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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