| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 297 | 19 | 23 | 13 |
The journal mainly tackles studies in Pedagogy, Public relations, Context (language use), Accountability and Public administration. The work tackled in Journal of Educational Change goes beyond the discipline of Pedagogy as it also encompasses Process (engineering). Journal of Educational Change facilitates discussions on Public relations that incorporate concepts from other fields like Economic growth, Educational leadership, Quality (business), Order (exchange) and Politics.
The study on Educational leadership featured in it expounds on the topic of Instructional leadership in particular. Curriculum development is a focus of the Curriculum works in Journal of Educational Change. Professional development research is concerned with Faculty development in particular.
The most cited papers primarily focus on research topics in Pedagogy, Public relations, Context (language use), Accountability and Economic growth. Teaching method is a major topic of Pedagogy research in the journal articles. The published articles explore research in Policy analysis and overlapping concepts in Knowledge society to expand the discourse in Public relations.
The primary areas of discussion in Journal of Educational Change are Public relations, Pedagogy, Context (language use), Identity (social science) and Curriculum. It explores issues in Public relations which can be linked to other research areas like Narrative, Mandate, Corporate governance, Accountability and Grammar. The journal discusses concepts in Secondary level under Pedagogy and how they intertwine with disciplines like Survey data collection.
The featured Context (language use) studies mainly concentrate on Inclusion (education) but also cover areas of interest in Mainstream, Social structure and Sense of agency. The studies in Identity (social science) featured incorporate elements of Resistance (psychoanalysis), Ethnic group, China and Financial literacy. While work presented in it provided substantial information on Curriculum, it also covered topics in Theoretical definition and Operationalization.
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 Educational Change (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 Educational Change (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, 8.93% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 27.45% were posted by at least one author from the top 10 institutions publishing in the journal. Another 7.84% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 13.73% of all publications and 50.98% 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.
Within the realm of education, there is a growing emphasis on mental health awareness, its effect on student learning, and the strategies educators can utilize to support emotional and psychological well-being. Recognizing this growing field of interest, the Journal of Educational Change has recently begun including studies that explore educational strategies and practices in conjunction with mental health awareness and support.
These studies, while still in their nascent stage, have shone a spotlight on the vital connection between mental health and education, prompting more extensive research and practical implementations that promote mental health in the educational environment. As more scholars and educators acknowledge the importance of education's role in fostering mental well-being, the Journal of Educational Change is positioned to be at the forefront of these discussions and studies.
A particularly relevant area of study is how education professionals can be better equipped to navigate and contribute to mental health conversations and interventions. If you're interested in contributing to this vital discourse, you may consider a career in mental health counseling. Check out our comprehensive guide on How to become a mental health counselor in Indiana for more information.
Yong Zhao;Yong Zhao;Jim Watterston
(2021)Karen Thorpe;Karen Thorpe;Elena Jansen;Victoria Sullivan;Susan Irvine
(2020)Yong Zhao
(2020)Amanda Datnow
(2020)Nataša Pantić;Sarah Galey;Lani Florian;Srećko Joksimović
(2021)Jennifer Gore;Bernadette Rickards
(2021)A. Hargreaves;A. Hargreaves
(2020)Louise Stoll
(2020)Sally Patfield;Jennifer Gore;Jess Harris
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