| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 1146 | 8 | 8 | 4 |
The journal covers a variety of subjects, including Pedagogy, Mathematics education, Professional development, Teacher education and Faculty development. Topics in Pedagogy explored in the journal were investigated in conjunction with research in Context (language use), Qualitative research and Higher education. In addition to Mathematics education research, it aims to explore topics under Literacy, Perception and Curriculum.
Professional development research featured in Teacher Development incorporates concerns from various other topics such as Multimethodology, Focus group and Public relations. The Teacher education study featured in it draws parallels with the field of Identity (social science). The Faculty development study featured in Teacher Development draws connections with the study of Semi-structured interview.
The presentations focused mostly on Professional learning community in an attempt to further explore topics in Experiential learning.
The journal publications primarily focus on research topics in Pedagogy, Professional development, Mathematics education, Teaching method and Teacher education. The journal articles explore issues in Pedagogy which can be linked to other research areas like Context (language use) and Narrative. The study of Professional development in the journal papers encompasses disciplines such as Interpersonal relationship, as well as fields such as Applied psychology, all of which overlap with one another.
Teacher Development mostly deals with topics like Professional development, Pedagogy, Medical education, Mathematics education and Professional learning community. The presented Professional development study covers related areas such as Faculty development and also touches on topics like Focus (computing) and Sight. The journal focuses on Pedagogy but the discussions also offer insight into other areas such as Identity (social science) and Agency (sociology).
It holds forums on Medical education that merges themes from other disciplines such as Higher education, Accountability and Teacher preparation. Teacher Development facilitates discussions on Mathematics education that incorporate concepts from other fields like Teacher induction and Action (philosophy). The research on Professional learning community tackled can also make contributions to studies in the areas of Quality of teaching, Secondary level, Narrative, Public relations and 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 Teacher Development (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 Teacher Development (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, 10.87% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 7.32% were posted by at least one author from the top 10 institutions publishing in the journal. Another 4.88% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 24.39% of all publications and 63.41% 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.
Beyond contributing to educational journals, many researchers and educators go on to become licensed practicing Marriage and Family Therapists who use their understanding of family systems to guide their work with clients. Becoming a Therapist often begins with a strong foundation in research and education theory insight, especially for those who end up working in an educational setting or with individuals or families involved in these systems. If you are a scholar in pedagogy or any education-related field and are considering alternate or additional career paths, understanding how your research can become practice could prove beneficial.
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Such positions require not only a deep understanding of family systems theories and therapeutic strategies but also a specific set of coursework and licensure. However, it can be a rewarding career option for education researchers who wish to put their knowledge into action in a very direct and impactful way. Note that being an MFT isn't the only option for education researchers considering a profession switch or growth. Depending on your particular interests and areas of study, you might also consider becoming a school psychologist, educational consultant, school counselor, or social worker.
Michael Kellmann;Jahan Heidari
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