0022-4308
Published by: Wiley
https://onlinelibrary.wiley.com/page/journal/10982736/homepage/editorialboard.html
| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 66 | 49 | 78 | 22 |
The primary areas of discussion in the journal are Mathematics education, Science education, Pedagogy, Teaching method and Educational research. The journal explores issues in Mathematics education which can be linked to other research areas like Cognition and Curriculum. Studies on Cognition discussed in Journal of Research in Science Teaching link to the field of Developmental psychology.
Curriculum development is a key component of Curriculum research discussed in Journal of Research in Science Teaching. The main emphasis of Journal of Research in Science Teaching is the research on Science education, emphasizing the topic of Science, technology, society and environment education. The Science, technology, society and environment education study tackled is a key component of adjacent topics in the area of Social science education.
National Science Education Standards, Context (language use) and Chemistry (relationship) are some topics wherein Pedagogy research discussed in the journal have an impact. The Academic achievement study featured in Journal of Research in Science Teaching draws connections with the study of Test (assessment).
The most cited publications mainly deal with areas of study such as Mathematics education, Science education, Pedagogy, Teaching method and Concept learning. While Mathematics education is the focus of the most cited articles, it also provides insights into the studies of Context (language use), Higher education and Curriculum. The works on Science education tackled in the journal papers bring together disciplines like Epistemology and Educational research.
The main points discussed in the journal deals with Mathematics education, Science education, Science instruction, Medical education and Epistemology. Mathematics education study tackled is connected to the field of Engineering education. The Science education works featured in the journal incorporate elements from Self-concept, Engineering ethics and Competence (human resources).
It focuses on Science instruction but the discussions also offer insight into other areas such as Concept learning, Test validity, Item response theory and Knowledge level. Topics in Epistemology were tackled in line with various other fields like Context integration, Climate change and Learner engagement. Journal of Research in Science Teaching addresses concerns in Teaching method which are intertwined with other disciplines, such as Delphi method and Environmental 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 Science Teaching (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 Science Teaching (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, 2.86% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 26.47% were posted by at least one author from the top 10 institutions publishing in the journal. Another 13.24% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 17.65% of all publications and 42.65% 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 line with the consistent focus on educational studies in the Journal of Research in Science Teaching, there has been some intriguing research on counseling education as well. Particularly, the role of licensure and its impact on the efficacy of counseling practices have been explored. A licensed professional counselor (LPC) often plays a key role in educational institutions, advising students on emotional, social, and academic issues. Becoming a licensed counselor involves a thorough and rigorous study path, which significantly contributes to the quality of counseling within the education sector. In fact, several studies published in the journal have emphasized the positive effects of licensure on a counselor's ability to adequately support students. For readers interested in exploring the process of obtaining a counseling license, the article "Getting counseling license in North" provides a comprehensive guide. Further, the role of counselors in educational institutions, especially in fostering emotional resilience and academic success among students, has been underlined in multiple studies. These studies bring to light the indispensable function of licensed counselors in not just mitigating mental health issues among students but also in augmenting their overall academic and personal growth. Incorporating licensed counselors into the institutional framework, as suggested by these studies, can significantly leverage the standards of education, meriting further discussion and research in subsequent publications of the journal. Thus, fostering a dialogue around the role of licensed counselors in education both expands the purview of research and enhances the quality of teaching and learning practices.
Russell Tytler;Vaughan Prain;George Aranda;Joseph Ferguson
(2020)Eve Manz;Richard Lehrer;Leona Schauble
(2020)Jeanna R. Wieselmann;Emily A. Dare;Elizabeth A. Ring-Whalen;Gillian H. Roehrig
(2020)Julie Moote;Louise Archer;Jennifer DeWitt;Emily MacLeod
(2020)Christine M. Cunningham;Cathy P. Lachapelle;Robert T. Brennan;Gregory J. Kelly
(2020)Hyunok Lee;Hyunju Lee;Dana L. Zeidler
(2020)Joshua M. Rosenberg;Joshua W. Reid;Elizabeth B. Dyer;Matthew J. Koehler
(2020)Rebecca Campbell‐Montalvo;Gladis Kersaint;Chrystal A. S. Smith;Ellen Puccia
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