Joy S. Ritchie
Impact in
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- Discourse Analysis in Language Studies
- Literacy, Media, and Education
- Human Factors and Ergonomics top 10%
Papers in
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- Literacy, Media, and Education 3
- Discourse Analysis in Language Studies 2
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- Teacher Education and Leadership Studies 2
- Education Systems and Policy 2
- Co-authors
- Gesa E. Kirsch (2 shared papers)
- Journals
- College Composition and Communication (5 papers)English in Education (1 paper)English Education (2 papers)South Atlantic Review (1 paper)Medical Entomology and Zoology (1 paper)
In The Last Decade
Joy S. Ritchie
14 papers receiving 159 citations
Peers
Comparison fields: 5 of 48
- Literature and Literary Theory 89
- Human Factors and Ergonomics 14
- Education 135
- Music 12
- Philosophy 42
Countries citing papers authored by Joy S. Ritchie
This map shows the geographic impact of Joy S. Ritchie'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 Joy S. Ritchie with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joy S. Ritchie more than expected).
Fields of papers citing papers by Joy S. Ritchie
This network shows the impact of papers produced by Joy S. Ritchie. 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 Joy S. Ritchie. The network helps show where Joy S. Ritchie may publish in the future.
Co-authors
The 1 scholars most cited alongside Joy S. Ritchie, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | Teacher Narrative as Critical Inquiry: Rewriting the Script | 2000 | 95 |
| 2 | 1995 | 49 | |
| 3 | 1993 | 27 | |
| 4 | 2002 | 27 | |
| 5 | 1989 | 21 | |
| 6 | Confronting the "Essential" Problem: Reconnecting Feminist Theory and Pedagogy. | 1990 | 12 |
| 7 | 1995 | 12 | |
| 8 | 1999 | 8 | |
| 9 | Resistance, Revision, and Representation: Narrative in Teacher Education | 1994 | 7 |
| 10 | Teaching Rhetorica: Theory, Pedagogy, Practice. | 2006 | 3 |
| 11 | 1999 | 1 | |
| 12 | Resistance to Reading: Another View of the Minefield. | 1992 | 1 |
| 13 | Time-on-Task: A Linkage between Rural Schools and the University. | 1988 | 1 |
| 14 | 1994 | 1 |
About Joy S. Ritchie
Joy S. Ritchie is a scholar working on Literature and Literary Theory, Education, Music, Speech and Hearing and Visual Arts and Performing Arts, having authored 14 papers that have together received 265 indexed citations. Recurring topics across this work include Literacy, Media, and Education (3 papers), Discourse Analysis in Language Studies (2 papers), Digital Storytelling and Education (2 papers), Teacher Education and Leadership Studies (2 papers), Education Systems and Policy (2 papers), Artistic and Creative Research (2 papers), Musicology and Musical Analysis (2 papers) and Educator Training and Historical Pedagogy (1 paper). The work is most often cited by research in Literature and Literary Theory (89 citations), Human Factors and Ergonomics (14 citations), Education (135 citations), Music (12 citations) and Philosophy (42 citations). Frequent co-authors include Gesa E. Kirsch. Their work appears in journals such as College Composition and Communication, English in Education, English Education, South Atlantic Review and Medical Entomology and Zoology.
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.