Education Policy Analysis Archives

Top Research Topics at Education Policy Analysis Archives?

Education Policy Analysis Archives is organized to address concerns in the fields of Pedagogy, Public administration, Mathematics education, Higher education and Public relations. The studies tackled, which mainly focus on Pedagogy, apply to Context (language use) as well. While Public administration is the focus of the journal, it also provided insights into the studies of State (polity), Accountability, Politics and Education policy.

Academic achievement is a primary topic of Mathematics education research in it. Research in Higher education tackled falls within the umbrella of Economic growth.

• Pedagogy (25.71%)
• Public administration (20.00%)
• Mathematics education (14.39%)

What are the most cited papers published in the journal?

• Teacher Quality and Student Achievement: A Review of State Policy Evidence (2368 citations)
• Teacher Quality and Student Achievement (1020 citations)
• Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness (589 citations)

Research areas of the most cited articles at Education Policy Analysis Archives:

The most cited papers primarily tackle Mathematics education, Pedagogy, Academic achievement, Accountability and Public administration. The most cited articles facilitate discussions on Pedagogy that incorporate concepts from other fields like State (polity) and Education policy. While Academic achievement is the key highlight in the most cited articles, thet also covered some subjects on Certification and Teacher education.

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

• Law
• Education
• Social science

The previous edition focused in particular on these issues:

Education Policy Analysis Archives was organized to reinforce research efforts on Pedagogy, Public relations, Higher education, Context (language use) and Politics. Inclusion (education) is a major topic of Pedagogy research presented in it. The research on Public relations featured in the journal combines topics in other fields like Identity (social science), Sustainable development, Equity (finance) and Community college.

It holds forums on Higher education that merges themes from other disciplines such as Diversity (politics), Gender studies and Ethnic group. Education Policy Analysis Archives explores issues in Context (language use) which can be linked to other research areas like Accountability, Teacher education and Curriculum. Some problems in Politics that were presented in Education Policy Analysis Archives overlapped with concepts under Welfare economics, State (polity), Public administration, Power (social and political) and Epistemology.

The most cited articles from the last journal are:

• Incidencia de Factores Personales y Contextuales sobre el Uso de los Recursos Tecnológicos por el Alumnado en América Latina (2 citations)
• Impacto del Programa Asignación Universal por Hijo en los Resultados Educativos y las Tareas de los Estudiantes en Argentina (2 citations)
• Obstáculos a la sostenibilización curricular en la universidad española (1 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 Education Policy Analysis Archives (based on the number of publications) are:

• David C. Berliner (16 papers) published 1 paper at the last edition,
• Linda Darling-Hammond (15 papers) absent at the last edition,
• Gene V. Glass (11 papers) absent at the last edition,
• Aimee Howley (11 papers) absent at the last edition,
• Craig B. Howley (11 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 Education Policy Analysis Archives (based on the number of publications) are:

• Arizona State University (70 papers) published 4 papers at the last edition, 1 more than at the previous edition,
• Boston College (31 papers) published 1 paper at the last edition, 2 less than at the previous edition,
• University of Texas at Austin (26 papers) absent at the last edition,
• Michigan State University (26 papers) absent at the last edition,
• Stanford University (26 papers) absent at the last 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, 9.42% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 7.20% were posted by at least one author from the top 10 institutions publishing in the journal. Another 11.20% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 21.60% of all publications and 60.00% 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.

Substance Abuse Counseling in Relation to Education Policies

In looking at the intersection of education with wider societal challenges, the issue of substance abuse can be examined from a policy perspective. In this regard, the role of substance abuse counselors in educational contexts is crucial. These professionals are often present in various schools or university settings to aid students grappling with addiction problems. Their integration into educational systems requires a clear understanding of the rules and regulations established by education policies.

Consider, for example, the state of Arkansas which has put in place specific guidelines for people willing to become substance abuse counselors. These guidelines provide a roadmap for prospective substance abuse counselors, ranging from education requirements to necessary certifications.

If you are interested in pursuing this line of work and effecting change on an educational level, you can read more about how to become a substance abuse counselor in Arkansas.

The close interaction between education policy and roles like substance abuse counseling demonstrate the need for comprehensive education policies that take into account the socio-emotional wellbeing of students, in addition to their academic success.