Cambridge Journal of Education

Top Research Topics at Cambridge Journal of Education?

Cambridge Journal of Education explores disciplines such as Pedagogy, Mathematics education, Curriculum, Higher education and Teaching method. The journal addresses concerns in Pedagogy which are intertwined with other disciplines, such as Context (language use) and Public relations.

• Pedagogy (45.47%)
• Mathematics education (18.34%)
• Curriculum (8.85%)

What are the most cited papers published in the journal?

• Leading Educational Change: reflections on the practice of instructional and transformational leadership (1147 citations)
• Understanding teacher identity: an overview of issues in the literature and implications for teacher education (1018 citations)
• Thinking about Feeling: the emotions in teaching (554 citations)

Research areas of the most cited articles at Cambridge Journal of Education:

The most cited publications explore disciplines such as Pedagogy, Mathematics education, Educational research, Teaching method and Higher education. The journal publications with studies in Pedagogy featured incorporate elements of Context (language use) and Public relations. Aside from discussions in Higher education, the most cited articles also deal with the subject of Social science which intersects with Politics disciplines.

What topics the last edition of the journal is best known for?

• Law
• World War II
• Education

The previous edition focused in particular on these issues:

The objective of the journal is to combine knowledge in the areas of Pedagogy, Mathematics education, Higher education, Public relations and Gender studies. The studies in Pedagogy featured incorporate elements of Field (Bourdieu) and Perception. It facilitates discussions on Mathematics education that incorporate concepts from other fields like Identity (social science), Social equality, Selection (genetic algorithm) and Competence (human resources).

The journal focuses on Higher education but the discussions also offer insight into other areas such as Emotional labor, Social psychology and Incivility. While work presented in it provided substantial information on Public relations, it also covered topics in Public policy and Agency (sociology). The Gender studies works featured in Cambridge Journal of Education incorporate elements from Capital (economics), Working class, Morality and School community.

The most cited articles from the last journal are:

• Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (6 citations)
• Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (6 citations)
• The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study (5 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Cambridge Journal of Education (based on the number of publications) are:

• John Elliott (15 papers) absent at the last edition,
• David Bridges (9 papers) published 1 paper at the last edition,
• Michael Bonnett (8 papers) absent at the last edition,
• Charles Bailey (7 papers) absent at the last edition,
• Linda Hargreaves (6 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Cambridge Journal of Education (based on the number of publications) are:

• University of Cambridge (84 papers) published 2 papers at the last edition, 1 more than at the previous edition,
• University of East Anglia (54 papers) published 1 paper at the last edition the same number as at the previous edition,
• Institute of Education (31 papers) published 1 paper at the last edition,
• Open University (20 papers) published 2 papers at the last edition,
• University of Nottingham (18 papers) published 2 papers at the last edition the same number as at the previous edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 3.51% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 18.18% were posted by at least one author from the top 10 institutions publishing in the journal. Another 10.91% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 25.45% of all publications and 45.45% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Becoming a Licensed Professional Counselor (LPC) as a Career Path

An interesting aspect often explored in educational research topics, such as those presented in Cambridge Journal of Education, is career paths related to education. One important career path that is developed through the field of education is becoming a licensed professional counselor (LPC). This profession requires in-depth understanding of educational methodologies, pedagogy, social psychology, among other disciplines discussed frequently in Cambridge Journal of Education.

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Given the significance and the expanding needs for mental health professionals across the world, potential researchers or practitioners are highly encouraged to explore the journey to becoming a licensed professional counselor as a viable and rewarding career option.