London Review of Education

Top Research Topics at London Review of Education?

The main research concerns discussed in the journal are Pedagogy, Higher education, Curriculum, Public administration and Public relations. The concepts on Pedagogy presented in it can also apply to other research fields, including Context (language use), Philosophy of education and Semi-structured interview. The Higher education research discussed is included in the broader subject of Economic growth.

Many of the studies tackled connect Curriculum with a similar field of study like Epistemology. The concepts on Public administration presented in London Review of Education can also apply to other research fields, including Corporate governance and Education policy.

• Pedagogy (34.34%)
• Higher education (20.78%)
• Curriculum (10.54%)

What are the most cited papers published in the journal?

• Learning Spaces in Higher Education: An Under-Researched Topic. (168 citations)
• 'New Wave' Student Voice and the Renewal of Civic Society (159 citations)
• Influences of parents' education on their children's educational attainments: the role of parent and child perceptions (122 citations)

Research areas of the most cited articles at London Review of Education:

The journal papers mainly deal with areas of study such as Pedagogy, Higher education, Teaching method, Public relations and Public administration. Pedagogy research presented in the most cited articles is mostly focused on the subject of Curriculum. While work presented in the most cited articles provide substantial information on Higher education, it also covers topics in Educational research and Scholarship.

What topics the last edition of the journal is best known for?

• Law
• Education
• Social science

The previous edition focused in particular on these issues:

The journal covers a variety of subjects, including Curriculum, Higher education, Pedagogy, Public relations and Epistemology. The journal addresses concerns in Curriculum which are intertwined with other disciplines, such as University level, Secondary level, Decolonization, Institution and Higher-order thinking. Higher education research featured in London Review of Education incorporates concerns from various other topics such as Mythology, Context (language use), Subject (philosophy) and Public administration.

Pedagogy research presented in the journal encompasses a variety of subjects, including China and Body of knowledge. The work on Public relations tackled in London Review of Education brings together disciplines like Syllabus, Reading (process), Coping (psychology), Empirical research and Field (Bourdieu). It explores Epistemology concepts, specifically Objectivity (science) and Relation (history of concept) but expands to research in Specialized knowledge and White (horse).

The most cited articles from the last journal are:

• Can less be more? Instruction time and attainment in english secondary schools: Evidence from panel data (2 citations)
• The role and challenges of education for responsible AI (2 citations)
• Specialized, systematic and powerful knowledge (1 citations)

Papers citation over time

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.

Top authors and change over time

The top authors publishing in London Review of Education (based on the number of publications) are:

• Paul Temple (14 papers) absent at the last edition,
• Moses Oketch (8 papers) absent at the last edition,
• Ronald Barnett (7 papers) absent at the last edition,
• Michael J Shattock (7 papers) absent at the last edition,
• John White (6 papers) published 1 paper at the last edition the same number as at the previous edition.

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.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in London Review of Education (based on the number of publications) are:

• Institute of Education (25 papers) published 8 papers at the last edition, 5 less than at the previous edition,
• University College London (5 papers) published 1 paper at the last edition,
• University of Edinburgh (5 papers) absent at the last edition,
• University of Oxford (3 papers) published 1 paper at the last edition,
• University of Nottingham (2 papers) published 1 paper at the last edition the same number as at the previous edition.

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.

Publication chance based on affiliation

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, 13.33% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 46.15% were posted by at least one author from the top 10 institutions publishing in the journal. Another 11.54% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 34.62% of all publications and 7.69% were from other institutions.

Returning Authors Index

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.

Returning Institution Index

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.

The experience to innovation index

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:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Career Opportunities in Field of Education

Given that the research field primarily discussed in this journal substantively revolves around education, higher education, and pedagogy, there is a wide range of productive career opportunities available to individuals interested in these areas. While the statistics and studies presented in the London Review of Education provide beneficial insights into the latest trends and developments within the education sector, it's also equally significant to understand how one can potentially apply this knowledge in a practical career setting. For example, one growing career path that carries a direct connection to these topics is substance abuse counseling.

Substance abuse counselors guide individuals recovering from drug or alcohol addiction on their path to sobriety. They are an instrumental component to the transformative journey in their clients' lives. Involving elements of psychology and social work, this profession requires an understanding of human behavior, societal issues, and empathy-- all of which are also relative themes discussed within the studies detailed in the journal.

While licensing requirements differ across geographic locations, obtaining a role as a substance abuse counselor often involves achieving a specific level of education, completing a required amount of supervised clinical experience, and passing a licensing exam. An example of how this process works, particularly in the state of Utah, can be found in this detailed guide on How to become a substance abuse counselor in Utah.

Overall, engaging in the education and research topics discussed in the London Review of Education not only contributes to individual learning and understanding, but it also opens the door to valuable and rewarding career opportunities.