| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 452 | 14 | 26 | 10 |
The primary areas of discussion in School Effectiveness and School Improvement are Mathematics education, Pedagogy, Academic achievement, Primary education and Multilevel model. Mathematics education research is the primary subject tackled in it with a focus on Secondary education. While the journal focused on Pedagogy, it was also able to explore topics like Context (language use) and Public relations.
The Context (language use) research dealing mostly with Context effect is the focus of School Effectiveness and School Improvement. School Effectiveness and School Improvement centers on topics in Academic achievement, with a focus on Student achievement. Instructional leadership is a primary topic of Educational leadership research in it.
Mathematics education, Pedagogy, Academic achievement, Primary education and Instructional leadership are the main subjects of interest in the most cited articles. The studies on Mathematics education discussed at the published articles can also contribute to research in the domains of Educational leadership, Test (assessment), Quality (business) and Multilevel model. The journal articles focus on Pedagogy but the discussions also offer insight into other areas such as Context (language use), Public relations and Shared leadership.
The journal generally zeroes in on subjects such as Mathematics education, Quality (business), Student achievement, Public relations and Multilevel model. School Effectiveness and School Improvement explores Mathematics education concepts, specifically Primary education, Professional learning community and Academic achievement but expands to research in Principal (computer security). Distributed leadership and Teaching improvement are some topics wherein Quality (business) research discussed in the journal have an impact.
The concepts on Student achievement presented in School Effectiveness and School Improvement can also apply to other research fields, including Social relation, Effective schools, Public economics and Variation (linguistics). The journal explores topics in Public relations which can be helpful for research in disciplines like Openness to experience, Social capital, Social environment and Educational systems. The work on Multilevel model tackled in the journal brings together disciplines like Pedagogy, Quality of teaching, Subject (documents), Self-efficacy and Trends in International Mathematics and Science Study.
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 School Effectiveness and School Improvement (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 School Effectiveness and School Improvement (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, 2.63% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 21.62% were posted by at least one author from the top 10 institutions publishing in the journal. Another 2.70% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 29.73% of all publications and 45.95% 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.
Given the extensive knowledge and research experience acquired through contributing to the journal, authors and researchers may be considering applying their expertise practically in the field of education. Specifically, for those who may be drawn towards aiding students' mental health, a natural transition might be to become a mental health counselor in a school setting.
Roles such as a mental health therapist in a school setting can significantly utilize an intricate understanding of pedagogy, academic achievement, and the multilevel model of education. This holistic perspective of education is crucial in addressing the unique challenges faced by the student community, thereby promoting a healthier, educational atmosphere.
For those considering this career path in particular locations such as Arkansas, resources are available to guide you through the necessary steps to realize this transition. Comprehensive guides like How to be a mental health therapist in Arkansas can provide key insights into the qualifications, licensing process, and potential next steps towards a rewarding career in school-based mental health counseling.
As researchers and authors extend their impact from the realm of educational academia to hands-on roles within the system, it's an exciting step in driving meaningful change in the school setting, demonstrating the real-world value and application of the research done in School Effectiveness and School Improvement.
Simone Lehrl;Maria Evangelou;Pam Sammons
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(2020)Marie Lockton;Hayley Weddle;Amanda Datnow
(2020)Katalin Toth;Pam Sammons;Kathy Sylva;Edward Melhuish
(2020)Jasna Kovačević;Philip Hallinger
(2020)Max Nachbauer;Leonidas Kyriakides
(2020)Mona De Smul;Sofie Heirweg;Geert Devos;Hilde Van Keer
(2020)Lucy Prior;Harvey Goldstein;George Leckie
(2021)Sofie Heirweg;Mona De Smul;Emmelien Merchie;Geert Devos
(2021)Arnoud Oude Groote Beverborg;Peter J. C. Sleegers;Nienke M. Moolenaar;Klaas van Veen
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