Gifted Education International

Top Research Topics at Gifted Education International?

Pedagogy, Mathematics education, Gifted education, Developmental psychology and Creativity are the subjects of interest in Gifted Education International. Gifted Education International investigates Pedagogy research which frequently intersects with Medical education. The in-depth study on Mathematics education also explores topics in the intersecting field of Curriculum development.

Gifted Education International focused on Developmental psychology research but expanded to cover Social psychology.

• Pedagogy (37.74%)
• Mathematics education (32.67%)
• Gifted education (13.96%)

What are the most cited papers published in the journal?

• Creativity, Intelligence, and Problem Solving: a Definition and Design for Cross-Cultural Research and Measurement Related to Giftedness: (74 citations)
• Assessing Creative Potential World-wide: The First Cross-cultural Application of the Test for Creative Thinking—Drawing Production (TCT-DP) (69 citations)
• Boredom or Challenge for the Academically Talented in School (54 citations)

Research areas of the most cited articles at Gifted Education International:

The published papers are organized to reinforce research efforts on Mathematics education, Pedagogy, Social psychology, Gifted education and Developmental psychology. While Mathematics education is the focus of the most cited articles, it also provides insights into the studies of Cognitive development, Test (assessment) and Scale (social sciences). Curriculum is a focus of the presented Pedagogy works in the journal articles and they dives deep in Curriculum.

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

• Law
• Education
• Pedagogy

The previous edition focused in particular on these issues:

Gifted Education International covers a variety of subjects, including Developmental psychology, Creativity, Mathematics education, Talent development and Gifted education. While work presented in Gifted Education International provided substantial information on Developmental psychology, it also covered topics in Coaching, Sample (statistics) and Personality. The concepts on Creativity presented in Gifted Education International can also apply to other research fields, including Academic achievement, Pedagogy, Conversation and Self-esteem.

While Gifted Education International focused on Mathematics education, it was also able to explore topics like Musical, Aptitude, Music education, Triad (sociology) and Process (engineering). The journal facilitates discussions on Talent development that incorporate concepts from other fields like Persistence (psychology), Parents roles, Teaching method, Productivity and Mentorship. Research in Child development and the interrelating topic of Longitudinal study, Faculty development, Early childhood education, Social isolation and Cognition were among the subjects of interest in the Gifted education studies discussed in the journal.

The most cited articles from the last journal are:

• Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution: (4 citations)
• Assessment for learning: The missing element for identifying high potential in low income and minority groups: (2 citations)
• Perceptions of talented university students related to opportunities and autonomy for creative productivity (2 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 Gifted Education International (based on the number of publications) are:

• Belle Wallace (307 papers) published 3 papers at the last edition, 2 more than at the previous edition,
• Michael F. Shaughnessy (65 papers) published 1 paper at the last edition,
• David Willings (49 papers) absent at the last edition,
• John Senior (29 papers) absent at the last edition,
• Gillian Eriksson (15 papers) published 1 paper 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 Gifted Education International (based on the number of publications) are:

• University of Connecticut (30 papers) published 7 papers at the last edition,
• Eastern New Mexico University (30 papers) published 2 papers at the last edition,
• University of Central Florida (15 papers) published 1 paper at the last edition,
• Purdue University (13 papers) absent at the last edition,
• University of Brasília (12 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, 27.59% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 52.38% were posted by at least one author from the top 10 institutions publishing in the journal. Another 4.76% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 0.00% of all publications and 42.86% 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.

Career Pathways in the Field of Gifted Education Research

Research and academia are not the only career avenues for those interested in gifted education. Various careers and professional roles intersect with this unique field of study. For instance, psychology graduates with a focus on developmental psychology could use their expertise to support gifted students in the K-12 education scenario. Similarly, a forensic science degree in Vermont could lead to a career as an educational consultant or advisor, designing programs and curricula for gifted students specifically, since the investigative and critical thinking skills learnt are vital in this career. Job titles in this area might include curriculum development specialist, instructional coordinator, gifted and talented student coordinator, or school psychologist. If you're considering a career related to gifted education research, it's essential to understand the key traits and skills that will aid your success. These mostly include a strong understanding of advanced cognitive development, a keen interest in educational theory and research, excellent communication skills, flexibility and creativity, and a passion for maximizing student potential. Consider broadening your knowledge base and skills if you aim for a career in this field. You might want to look into special education, counseling, or even educational leadership, depending on your career goals and interests. Engaging into gifted education is an exciting exploration of learning and development, offering various professional opportunities that are rewarding and impactful.