| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 1093 | 7 | 8 | 5 |
| Social Sciences and Humanities | 1104 | 10 | 12 | 4 |
The journal investigates areas of study like Mathematics education, Pedagogy, Academic achievement, Medical education and Primary education. The studies on Mathematics education discussed can also contribute to research in the domains of Literacy, Program evaluation, Curriculum and Reading (process). Most of the works presented in the journal deals with Literacy but it intersects with the subject of Developmental psychology.
Journal of Education for Students Placed at Risk (jespar) explores issues in Pedagogy which can be linked to other research areas like Context (language use), Public relations and Compensatory education. It holds forums on Academic achievement that merges themes from other disciplines such as Poverty, Attendance and Ethnic group. It focuses on Attendance research which is adjacent to topics in Absenteeism.
Topics like At-risk students and Graduation are tackled as part of the discussions on Medical education. It is mostly focused on Professional development, specifically Faculty development.
The journal publications cover a variety of subjects, including Mathematics education, Academic achievement, Pedagogy, Primary education and Reading (process). The published articles are mostly focused on Mathematics education, specifically Teaching method. The most cited articles focus on Academic achievement but the discussions also offer insight into other areas such as Higher education, Interpersonal relationship, Variety (cybernetics), Attendance and Ethnic group.
The journal was organized to reinforce research efforts on 2019-20 coronavirus outbreak, Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), Pandemic, Mathematics education and Medical education. The journal integrates many fields, including 2019-20 coronavirus outbreak and related. It served as a forum through which researchers explored works on Pandemic in conjunction with disciplines such as Interpersonal relationship, Goal orientation, At-risk students, Psychological resilience and Self-advocacy.
Journal of Education for Students Placed at Risk (jespar) explores themes in Mathematics education like Language arts and links them with other fields of study like Group (mathematics). While it focused on Medical education, it was also able to explore topics like Psychological intervention, School climate, Positive behavior and Tapping. The Reading (process) works featured in Journal of Education for Students Placed at Risk (jespar) incorporate elements from Context (language use) and Cognitive psychology.
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 of Education for Students Placed at Risk (jespar) (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 of Education for Students Placed at Risk (jespar) (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, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 14.29% were posted by at least one author from the top 10 institutions publishing in the journal. Another 19.05% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 14.29% of all publications and 52.38% 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.
In addition to the primary research topics, it's essential to consider the potential career paths for graduates in the field of educational psychology. Many graduates are keen to apply their learned skills and knowledge in a practical setting. A popular career choice for these graduates is becoming a licensed psychologist. This path can be attractive because it allows professionals to work directly with at-risk students, contributing to their improvement and wellbeing.
For instance, graduates aiming to practice as licensed psychologists in Rhode Island must meet specific requirements. They need to complete specific education objectives and licensure examinations. One critical aspect of these requirements is accumulating supervised professional experience hours. The full details of educational, supervised practice, and exam requirements for Rhode Island psychologists can be found on the psychologist education requirements Rhode Island page.
As the Journal of Education for Students Placed at Risk (jespar) continues to explore important issues around at-risk students, graduate students and licensed psychologists can implement these findings into their practices, ensuring a continuous cycle between the academic world and professional practice.
Jessica R. Toste;Sheida K. Raley;Samantha Gross Toews;Karrie A. Shogren
(2021)Faramarz Asanjarani;Gökmen Arslan
(2021)Shayne B. Piasta;Jessica A. R. Logan;Kristin S. Farley;Tara M. Strang
(2021)Kristin S. Farley;Shayne B. Piasta
(2020)Stine Solberg;Anne Edwards;Liv Heidi Mjelve;Geir Nyborg
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