| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 958 | 18 | 19 | 6 |
| Social Sciences and Humanities | 1106 | 10 | 10 | 4 |
The scientific interests tackled in Journal of Research in Childhood Education are Developmental psychology, Pedagogy, Mathematics education, Early childhood education and Early childhood. While work presented in Journal of Research in Childhood Education provided substantial information on Developmental psychology, it also covered topics in Cognitive development, Social psychology and Reading (process). It features Reading (process) research that overlaps with concepts in Vocabulary.
The research on Pedagogy tackled can also make contributions to studies in the areas of Context (language use), Qualitative research and Perception. Journal of Research in Childhood Education facilitates discussions on Mathematics education that incorporate concepts from other fields like Test (assessment) and Curriculum. Issues in Early childhood education were discussed, taking into consideration concepts from other disciplines like Head start and Teacher education.
The most cited papers facilitate discussions on Developmental psychology, Mathematics education, Pedagogy, Early childhood education and Early childhood. While work presented in the most cited articles provide substantial information on Developmental psychology, it also covers topics in Literacy, Language acquisition, Social psychology and Primary education. The most cited publications explore issues in Mathematics education which can be linked to other research areas like Test (assessment) and Reading (process).
The journal facilitates discussions on Developmental psychology, Early childhood, Mathematics education, Early childhood education and Pedagogy. Topics in Developmental psychology were tackled in line with various other fields like Qualitative research, SOCIOECONOMICALLY DISADVANTAGED, Perception and Racial ethnic. The studies in Early childhood featured incorporate elements of Social learning, Curriculum, Empathy, Perspective-taking and Social skills.
The Mathematics education study presented in the journal encompasses related topics like Young learners and also examines its connection to subjects such as Debugging. It explores topics in Early childhood education which can be helpful for research in disciplines like Laissez-faire, Head start, Race ethnicity, Child development and Professional development. The journal explores themes in Pedagogy like Teacher education and links them with other fields of study like Global citizenship education.
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 Research in Childhood Education (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 Research in Childhood Education (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, 15.25% were posted by at least one author from the top 10 institutions publishing in the journal. Another 10.17% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 11.86% of all publications and 62.71% 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 journal's excellent contributions to the field of childhood education and developmental research, there are also opportunities for new researchers and professionals looking to specialize in this area. One particularly notable career path is that of a school psychologist. As a school psychologist, you can apply the principles and methodologies discussed in the Journal of Research in Childhood Education to real-life scenarios, playing a crucial role in the development and education of children. This position generally requires an advanced degree in psychology or a related field and specific education and licensing requirements vary by state. For instance, the school psychologist education requirements in Maryland include both a graduate degree and supervised professional experience. To become successful in this field, a prospective school psychologist should be well-versed in relevant research areas covered by this journal such as developmental psychology, pedagogy, and early childhood education. By staying updated on these subjects, school psychologists can use evidence-based approaches to address educational and developmental challenges faced by children, enriching their learning experience and overall development. If you're interested in becoming a school psychologist or exploring other careers in child education research, we recommend reviewing the education requirements and considering the comprehensive knowledge and skills needed. Joining this rewarding field can enable you to make substantive contributions to children's learning and development, extending the realm of research into everyday educational practices.
Bi Ying Hu;Gregory Kirk Johnson;Timothy Teo;Zhongling Wu
(2020)Marjolein Zee;Helma Koomen
(2020)Bonnie B. Mackintosh;Meredith Rowe
(2021)A. M. Kimura;M. Antón-Oldenburg;E. E. Pinderhughes
(2021)Emmanuel Mayeza;Deevia Bhana
(2020)Carolina Cordeiro;Sofia Magalhães;Andreia Nunes;Thierry Olive
(2021)Katherine R. Wood;Eileen Wood;Alexandra Gottardo;Karin Archer
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