| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 816 | 24 | 35 | 8 |
The journal explores disciplines such as Pedagogy, Mathematics education, Medical education, Intervention (counseling) and Special education. Preventing School Failure holds forums on Pedagogy that merges themes from other disciplines such as Teamwork and Alternative education. Mathematics education research presented in the journal encompasses a variety of subjects, including Learning disability, Curriculum and Reading (process).
Reading comprehension is the primary subject of Reading (process) works presented in Preventing School Failure. As a part of Preventing School Failure, discussions in Medical education involve topics like At-risk students and Professional development. Topics in Intervention (counseling) were tackled in line with various other fields like Psychological intervention, Applied psychology and Developmental psychology.
The majority of Teaching method studies presented zero in on Mathematics instruction. It served as a forum through which researchers explored different topics like Suicide prevention and Clinical psychology. Studies in Human factors and ergonomics and Aggression are the key highlights in it.
The most cited papers mainly deal with areas of study such as Pedagogy, Medical education, Mathematics education, Special education and Intervention (counseling). The study of Pedagogy in the journal publications encompasses disciplines such as Alternative education, as well as fields such as Social environment and Occupational safety and health, all of which overlap with one another. Developmental psychology, Applied psychology and Psychological intervention are some topics wherein Intervention (counseling) research discussed in the journal articles has an impact.
Preventing School Failure primarily tackles Medical education, Developmental psychology, Intervention (counseling), Equity (finance) and Professional development. The works on Medical education deal in particular with Graduation. The studies in Developmental psychology featured incorporate elements of Inclusion (education), Mathematics anxiety, Cognitive behavioral therapy, Interpersonal relationship and Positive behavior.
In Preventing School Failure, Psychological intervention, Social emotional learning, Evidence-based practice, Alternative education and Clinical psychology are investigated in conjunction with one another to address concerns in Intervention (counseling) research. Clinical psychology research in the journal involves the investigation of Referral studies, all of which are linked to disciplines such as Aggression and Special education. The tackled Special education research is interrelated with Gaze which concerns subjects like General 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 Preventing School Failure (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 Preventing School Failure (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, 6.98% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 30.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 12.50% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 17.50% of all publications and 40.00% 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.
An additional topic of interest in the realm of Preventing School Failure is the potential career paths and opportunities in the field. A key area is counseling, with applied psychology and developmental psychology being two principal areas of concern. Specifically, criminal psychology emerges as a promising area of focus within applied psychology. For those fascinated by the intersection of the human psyche and legal justice, a career in criminal psychology provides an appealing avenue for contributing to preventing school failure. For example, in West Virginia, becoming a criminal psychologist involves a fitting blend of education, practical training, and licensure examination success. Aspiring criminal psychologists often wonder about the potential remunerations in the field. If you're looking to know more about this, you can check the criminal psychology salary in West Virginia. Such professionals play an instrumental role in many areas related to school behaviors and performance. Through Forensic psychological assessment, they may provide insights to schools about potential risk factors, working closely with educational institutions to create safer learning environments. Thus, choosing to specialize in this field can make a significant impact in Preventing School Failure efforts.
Kent McIntosh;Erik J. Girvan;Sara C. McDaniel;Maria Reina Santiago-Rosario
(2021)Francis Huang;Yolanda Anyon
(2020)Kathleen Lynne Lane;Wendy Peia Oakes;Holly Mariah Menzies
(2021)Lora J. Henderson;Joanna L. Williams;Catherine P. Bradshaw
(2020)Lise Fox;Phillip S. Strain;Glen Dunlap
(2021)Merilee McCurdy;Christopher Skinner;Virginia McClurg;Lynnette Whitsitt
(2020)Sanne Pronk;Chris Kuiper;Dafne Smit;Geert Jan Stams
(2020)Eoin Bastable;Sarah Fairbanks Falcon;Rhonda Nese;Paul Meng
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