| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 956 | 18 | 23 | 6 |
| Social Sciences and Humanities | 1116 | 9 | 10 | 4 |
Teaching Exceptional Children aims to foster the development of research in Pedagogy, Mathematics education, Teaching method, Special education and Developmental psychology. Teaching Exceptional Children tackles research works in Pedagogy as well as Program development. The studies in Mathematics education featured incorporate elements of Learning disability, Curriculum and Reading (process).
Most of the Teaching method studies addressed also intersect with Cognitive psychology. The studies tackled, which mainly focus on Developmental psychology, apply to Intervention (counseling) as well.
The journal articles focus largely on the fields of Pedagogy, Mathematics education, Teaching method, Special education and Intervention (counseling). The works on Pedagogy tackled in the published articles bring together disciplines like Transition (fiction), Cultural diversity and Reading (process). The most cited articles explore topics in Mathematics education which can be helpful for research in disciplines like Learning disability and Curriculum.
Teaching Exceptional Children explores disciplines such as Mathematics education, Special education, Pedagogy, Self-advocacy and Evidence-based practice. Teaching Exceptional Children explores themes in Mathematics education like Universal Design for Learning and Teaching method and links them with other fields of study like Independence. The journal is mostly focused on Special education, specifically Individualized Education Program.
The Pedagogy study featured in Teaching Exceptional Children draws connections with the study of Transition (fiction). It held discussions to help close the divide between two different fields of study: Evidence-based practice and Knowledge management.
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 Teaching Exceptional Children (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 Teaching Exceptional Children (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, 24.39% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 35.48% were posted by at least one author from the top 10 institutions publishing in the journal. Another 16.13% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 25.81% of all publications and 22.58% 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.
Are you seeking a degree in psychology and want to further your knowledge through research? If so, it could be beneficial to consider universities in Wisconsin. The state offers a wide range of educational opportunities that focus heavily on psychology and its related fields. Some of the most renowned universities renowned for their psychology programs include the University of Wisconsin-Madison, Marquette University, and the University of Wisconsin-Milwaukee. Interestingly, these universities have tight-knit collaborations with journals like Teaching Exceptional Children. Hence, they are excellent options for students who are aspiring to have their research work published in well-regarded journals. Having your work published can significantly boost your academic credibility and professional profile in the field. Wisconsin is considered a great option for research-based psychology programs due to its distinguished faculty members, excellent facilities, and robust support services for students. To learn more about the best psychology programs in Wisconsin, visit the following link: good colleges for psychology in Wisconsin. Before making a decision, make sure you have enough information to ensure that your chosen institution aligns with your academic and career goals.
Mitchell L. Yell;Mitchell L. Yell;Antonis Katsiyannis;Antonis Katsiyannis;Robin Parks Ennis;Robin Parks Ennis;Mickey Losinski;Mickey Losinski
(2020)Maureen Ziegler;Amy Matthews;Margie Mayberry;Jamie Owen-DeSchryver
(2020)Stephanie W. Cawthon;Linda Goldstone;Jennifer Higgins;Martha Thurlow
(2021)Robert D. Richardson;Margaret A. Crewdson;Christopher H. Skinner;Laura S. Wheat
(2021)Naima Bhana;David McNaughton;Tracy Raulston;Ciara Ousley
(2020)Elizabeth A. Stevens;Sharon Vaughn
(2021)Angus Kittelman;Robert H. Horner;Dawn A. Rowe
(2020)Elizabeth A. Lam;Amy K. Kunkel;Nicole M. McKevett;Kristen L. McMaster
(2021)For those interested in expanding their expertise beyond psychology, an online human services degree offers a flexible and practical option. This degree focuses on helping individuals and communities, making it a great complement to psychology studies.
Individuals with an education background often wonder about career shifts. Interestingly, many ask, can you become a speech pathologist with an education degree? The answer is yes, with the right additional qualifications, making it a viable career pivot.
If speech-language pathology appeals to you, it's important to consider program accreditation. asha accredited slpa programs ensure that online pathways meet national standards, which is crucial for certification and future employment.
Moreover, many universities offer transition to SLP master’s for non-CSD majors. These bridge programs are designed for students from diverse academic backgrounds, including psychology, enabling a smoother entry into the speech-language pathology field.
