| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 922 | 11 | 13 | 7 |
The topics of Mathematics education, Pedagogy, Developmental psychology, Gifted education and Social psychology are the focal point of discussions in the journal. The studies on Mathematics education discussed can also contribute to research in the domains of Qualitative research, Program evaluation and Curriculum. The in-depth study on Pedagogy also explores topics in the intersecting field of Philosophy of education.
Journal for the Education of the Gifted holds forums on Developmental psychology that merges themes from other disciplines such as Cognition and Clinical psychology. The work on Gifted education addressed in the journal expands to the thematically related Educational research.
The journal papers tackle a plethora of topics, such as Mathematics education, Developmental psychology, Pedagogy, Gifted education and Academic achievement. The most cited publications explore topics in Mathematics education which can be helpful for research in disciplines like Creativity and Curriculum. While work presented in the journal publications provide substantial information on Developmental psychology, it also covers topics in Coping (psychology), Clinical psychology, Social psychology and Cognition.
The main research concerns discussed in the journal are Gifted education, Mathematics education, Poverty, Differentiated instruction and Academic achievement. The concepts on Gifted education presented in the journal can also apply to other research fields, including Context (language use), Program evaluation, Genetic Studies of Genius, Constructivist grounded theory and Field (Bourdieu). While Journal for the Education of the Gifted primarily focused on Mathematics education, it also opened dialogues on the discipline of Focus (computing).
It focuses on Poverty but the discussions also offer insight into other areas such as Closing (real estate), Coursework and Advanced Placement. The studies in Differentiated instruction featured incorporate elements of Psychometrics, Individualized instruction, Cognition, Talent development and Instructional strategy. The Academic achievement works featured in it incorporate elements from Teaching method, Reliability (statistics), Excellence and Measure (data warehouse).
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.
The top authors publishing in Journal for the Education of the Gifted (based on the number of publications) are:
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.
Only papers with recognized affiliations are considered
The top affiliations publishing in Journal for the Education of the Gifted (based on the number of publications) are:
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.
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, 6.67% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 42.86% were posted by at least one author from the top 10 institutions publishing in the journal. Another 7.14% 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 50.00% were from other institutions.
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.
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.
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:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
Gifted education and psychology, especially developmental and social psychology, are intrinsically connected. A better understanding of psychological principles can give educators the tools they need to nurture and guide gifted students effectively. This includes recognizing their distinct learning needs, addressing possible social and emotional issues, and cultivating their talents to their fullest potential. Similarly, pursuing psychology as a career can lead to opportunities to work with gifted children in various capacities, including as a school psychologist, counselor, or specialist in gifted education. This makes psychology an ideal study path for those interested in contributing to advancements in gifted education. Moreover, some universities and colleges provide a curriculum specifically tailored to this crossing of disciplines. These institutions may offer undergraduate and graduate programs in psychology, with an emphasis or specialization in gifted education, or vice versa. For those compelled by this interdisciplinary approach, Vermont hosts some of the best colleges for psychology, with unique courses and strong research opportunities in this field. In conclusion, the interplay between gifted education and psychology is paramount to the development of gifted individuals. This alignment of fields offers a rich area of study for aspiring psychologists and educators alike. As such, choosing a college that excels in both these areas can set the foundation for a successful career, shaping the gifted minds of tomorrow.
Rachel U. Mun;Vonna Hemmler;Susan Dulong Langley;Sharon Ware
(2020)Ahmed M. Abdulla Alabbasi;Amnah S. M. Hafsyan;Mark A. Runco;Aseel AlSaleh
(2021)E. Jean Gubbins;Del Siegle;Pamela M. Peters;Ashley Y. Carpenter
(2020)Saskia Stollman;Saskia Stollman;Jacobiene Meirink;Michiel Westenberg;Jan van Driel
(2021)Sylvie Tordjman;Sylvie Tordjman;Maria Pereira Da Costa;Silke Schauder
(2020)Alaa Eldin A. Ayoub;Ahmed M. Abdulla Alabbasi;Jonathan A. Plucker
(2021)Rashea Hamilton;Daniel Long;D. Betsy McCoach;Vonna Hemmler
(2020)Howard Gardner
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