JOURNAL FOR THE EDUCATION OF THE GIFTED
ISSN:0162-3532

JOURNAL FOR THE EDUCATION OF THE GIFTED

天才教育杂志
J EDUC GIFTED
学科领域:教育学
是否预警:不在预警名单内
是否OA:
录用周期:-
新锐分区:教育学3区
年发文量:19
影响因子:1.5
JCR分区:Q2

基本信息

天才教育杂志(Journal For The Education Of The Gifted)是一本由SAGE出版的一本EDUCATION, SPECIAL学术刊物,主要报道EDUCATION, SPECIAL相关领域研究成果与实践。本刊已入选来源期刊,2021-2022年最新版WOS分区等级:Q3,2023年发布的影响因子为1.2,CiteScore指数3,SJR指数0.41。本刊非开放获取期刊。 《天才教育杂志》是一本专注于天才教育的学术期刊,致力于推动天才教育领域的研究、实践和政策制定,为教育工作者、研究人员和政策制定者提供一个交流和分享的平台。杂志内容涵盖了天才儿童的识别、评估、教育干预、课程设计、教学方法、家庭和社区支持等多个方面,文章类型包括原创研究、理论探讨、实证研究、案例分析、教育实践报告等,旨在为读者提供关于天才教育的全面、深入和实用的信息。通过阅读该杂志,读者可以了解到天才儿童的特点、需求和潜能,以及如何为他们提供适当的教育环境和资源,帮助他们充分发挥自己的潜力,成为社会的优秀人才。
0162-3532ESCI/Scopus收录
1.5
0
2026年3月发布
点击查看历史分区趋势    >
大类学科小类学科Top期刊综述期刊
教育学3区
EDUCATION, SPECIAL 特殊教育学
3区
N/A
WOS期刊SCI分区  2024-2025最新升级版
按JIF指标学科分区收集子录JIF分区JIF排名百分位
学科:EDUCATION, SPECIAL
ESCI
Q2
22/62
按JCR指标学科分区收集子录JCR分区JCR排名百分位
学科:EDUCATION, SPECIAL
ESCI
Q1
12/62
暂无h-index数据
19
----EDUCATION, SPECIAL-
13.3%
时间预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
100.00%9.8%-
CiteScore:2.40
SJR:0.522
SNIP:0.740
学科类别分区排名百分位
大类:Social Sciences
小类:Education
Q2
731 / 1620

期刊高被引文献

High-Ability College Students and Undergraduate Honors Programs: A Systematic Review
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219855678
Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219836737
Privileging the Voices of Twice-Exceptional Children: An Exploration of Lived Experiences and Stigma Narratives*
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353218816384
The Changing Role of Academic Achievement Before the Onset of Disordered Eating in Academically High-Achieving Females
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219836740
Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219874430
A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners*
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353218816507
Valuing the Process and Product of Inquiry-Based Instruction and Learning*
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353218816385
An Examination of the Empirical Literature: Gifted Education in the Australian Context*
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353218816498
Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219874418
Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers*
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219855676
Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219855681
A Case Study Evaluation of the Implementation of Twice-Exceptional Professional Development in Colorado
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219874440
Epistemological Differences Between Gifted and Typically Developing Middle School Students
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219836924
Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219855679
Washington’s High-Ability Programs During the No Child Left Behind Era
来源期刊:Journal for the Education of the GiftedDOI:10.1177/0162353219874422

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