| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 551 | 11 | 21 | 9 |
The journal mainly deals with areas of study such as Special education, Mathematics education, Pedagogy, Teaching method and Medical education. The concepts on Special education presented in the journal can also apply to other research fields, including Developmental psychology, Inclusion (education), General education and Intervention (counseling). The journal focused on Developmental psychology research but expanded to cover Clinical psychology.
While Intervention (counseling) is the focus of the journal, it also provided insights into the studies of Psychological intervention and Applied psychology. The research on Mathematics education featured in Remedial and Special Education combines topics in other fields like Learning disability, Curriculum and Reading (process). In addition to Reading (process) research, the journal aims to explore topics under Literacy, Cognitive psychology, Fluency and Comprehension.
While work presented in Remedial and Special Education provided substantial information on Pedagogy, it also covered topics in Service delivery framework and Public relations.
The most cited publications tackle a plethora of topics, such as Mathematics education, Special education, Pedagogy, Teaching method and Reading (process). The works on Mathematics education tackled in the published papers bring together disciplines like Learning disability and Curriculum. The most cited papers explore research in Inclusion (education) and overlapping concepts in Philosophy of education to expand the discourse in Special education.
Remedial and Special Education facilitates discussions on Special education, Medical education, Developmental psychology, Intervention (counseling) and Research methodology. In it, Longitudinal study, Open science, Applied behavior analysis, Social validity and Inclusion (education) are investigated in conjunction with one another to address concerns in Special education research. While Remedial and Special Education focused on Developmental psychology, it was also able to explore topics like Psychological intervention, Self-efficacy and Reading (process).
Topics in Reading (process) were tackled in line with various other fields like Knowledge level, Teaching method, Learning disability and Comprehension. While the primary focus in the journal is Academic achievement, it also dissects topics surrounding Construct (philosophy) and Mathematics education as a whole. Most of the works presented in Remedial and Special Education deals with Mathematics education but it intersects with the subject of Vocabulary.
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 Remedial and Special 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 Remedial and Special 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, 2.04% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 50.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 14.58% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 22.92% of all publications and 12.50% 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.
By contributing significantly to the field of Remedial and Special Education, individuals accrue vital knowledge and experience which open up gratifying career paths. One such promising profession is becoming a marriage and family therapist. This career requires a profound understanding of developmental psychology, cognitive psychology, and intervention counseling - areas extensively covered in the Remedial and Special Education journal.
Marriage and family therapists employ a range of therapeutic strategies to alleviate personal and interpersonal issues within the family unit. Their work often includes counseling individuals or groups, discussing emotions and experiences, developing coping mechanisms, and enhancing communication skills. This role might particularly appeal to those interested in aiding families, couples, and children overcome their challenges and leading happier, healthier lives.
For comprehensive guidance on entering this profession, you might find this resource helpful: How to become a marriage and family therapist in Idaho. It provides detailed information on the educational requirements, licensing process, skills necessary, and potential career outcomes.
In conclusion, the research and understanding gained from engaging with Remedial and Special Education can lead to fulfilling careers that make a substantial difference in people's lives.
Bryan G. Cook;Jesse I. Fleming;Sara A. Hart;Kathleen Lynne Lane
(2021)Jesse I. Fleming;Bryan G. Cook
(2021)Salena Babb;Tracy J. Raulston;David McNaughton;Joo Young Lee
(2021)Jennifer Ninci;Leslie C. Neely;Mack D. Burke;Mandy Rispoli
(2020)Bryan G. Cook;Austin H. Johnson;Daniel M. Maggin;William J. Therrien
(2021)Allison F. Gilmour;Gary T. Henry
(2020)Bryan G. Cook;Daniel M. Maggin;Rachel E. Robertson
(2021)Kristine Jolivette;Jeffrey R. Sprague;Nicole C. Swoszowski;Kent McIntosh
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