| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 1248 | 8 | 8 | 3 |
The main points discussed in School Science and Mathematics deals with Mathematics education, Pedagogy, Science education, Connected Mathematics and Teaching method. It tackles issues in Mathematics education, particularly in the topics of Reform mathematics, Core-Plus Mathematics Project, Primary education, Math wars and Everyday Mathematics. The Pedagogy study tackled is a key component of adjacent topics in the area of Higher education.
School Science and Mathematics investigates Science education research which frequently intersects with National Science Education Standards. The majority of Connected Mathematics studies presented zero in on Comprehensive School Mathematics Program.
The main points discussed in the most cited articles deal with Mathematics education, Science education, Pedagogy, Teaching method and Connected Mathematics. Mathematics education research in the published articles connects with the study of Curriculum. Issues in Pedagogy were discussed in the published articles, taking into consideration concepts from other disciplines like Concept learning and Perception.
The journal is mainly concerned with subjects like Mathematics education, Teacher education, Pedagogy, Engineering ethics and Engineering design process. The journal facilitates discussions on Mathematics education that incorporate concepts from other fields like Self-efficacy, Mindset and Faculty development. School Science and Mathematics explores topics in Self-efficacy which can be helpful for research in disciplines like Integrated curriculum, Primary education, Mathematics anxiety, Cooperative learning and Summative assessment.
While the journal focused on Pedagogy, it was also able to explore topics like Value judgment, Informal education, Science education reform and Acronym. Attitudes beliefs and Engineering management are some topics wherein Engineering design process research discussed in the journal have an impact. It deals with Teaching method in conjunction with Sequence (medicine) and similar fields in Formative assessment.
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 Science and Mathematics (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 Science and Mathematics (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, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 18.42% were posted by at least one author from the top 10 institutions publishing in the journal. Another 7.89% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 13.16% of all publications and 60.53% 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.
Jeanna R. Wieselmann;Gillian H. Roehrig;Justine N. Kim
(2020)Yejun Bae;Gavin W. Fulmer;Brian M. Hand
(2021)Cheryl L. Eames;Jeffrey E. Barrett;Craig J. Cullen;George Rutherford
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