South African Journal of Education
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In The Last Decade
South African Journal of Education
1.2k papers receiving 13.8k citations
Fields of papers published in South African Journal of Education
This network shows the impact of papers published in South African Journal of Education. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers published in South African Journal of Education.
Countries where authors publish in South African Journal of Education
This map shows the geographic impact of research published in South African Journal of Education. 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 papers published in South African Journal of Education with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites South African Journal of Education more than expected).
- Teachers for rural schools – a challenge for South Africa (2019)
- Factors associated with high school learners' poor performance : a spotlight on mathematics and physical science (2006)
- The effect of motivation and learning behaviour on student achievement (2019)
- The nature, causes and effects of school violence in South African high schools (2013)
- Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South Africa (2013)
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.