Roeper Review - A Journal on Gifted Education, published by Routledge Journals, Taylor & Francis Ltd, is a pivotal resource in the field of education, particularly focusing on gifted education and developmental psychology. With an impressive impact factor reflected in its Q1 ranking in Education and Q2 in Developmental and Educational Psychology, this journal has established itself as a leading platform for scholarship and research dissemination since its inception in 1978. It serves as a critical forum for educators, psychologists, and researchers committed to understanding and fostering the potential of gifted learners, providing empirical studies, theoretical discussions, and practical strategies. Although it operates under a subscription model, Roeper Review continues to attract contributions from distinguished professionals and scholars, reinforcing its significance in shaping educational practices and policies in the United Kingdom and beyond. With a commitment to excellence, this journal endeavors to advance knowledge and promote dialogue in the evolving landscape of gifted education.

British Educational Research Journal, published by Wiley, stands as a pivotal platform in the field of education research, fostering significant scholarly dialogue since its inception in 1978. With an ISSN of 0141-1926 and E-ISSN of 1469-3518, this journal is recognized for its rigorous peer-reviewed articles that contribute to understanding educational practices and policies, thus holding a prominent position in the Q1 category of education journals as rated in 2023. It ranks #298 out of 1543 in the Scopus database, showcasing its influence and relevance in the educational sphere, reflected in its 80th percentile ranking. The journal's scope encompasses diverse educational themes, making it an essential resource for researchers, practitioners, and students alike. Although it does not offer open access, its comprehensive studies and insightful analyses contribute significantly to the advancement of educational theory and practice, supporting informed decision-making in educational contexts.

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD, published by Springer, is a prestigious platform dedicated to the exploration and advancement of knowledge in the fields of Developmental and Educational Psychology as well as Education. With an ISSN of 0020-7187 and E-ISSN 1878-4658, this journal plays a pivotal role in disseminating research findings and theoretical developments related to early childhood education worldwide. Its impact is underscored by its noteworthy rankings, placing it in the Q2 category for Developmental and Educational Psychology and Q1 in Education in 2023, reflecting its significance in the scholarly community. With a robust Scopus rank of #186 out of 1543 in Social Sciences Education and #68 of 360 in Developmental and Educational Psychology, this journal ensures high visibility and engagement for innovative research. Since its inception in 1969, the journal has served as a vital resource for researchers, educators, and policy-makers interested in shaping the future of education through empirical evidence and comprehensive studies.

Schools-Studies in Education is a premier journal published by University of Chicago Press, dedicated to advancing the field of education through rigorous research and thoughtful discourse. With its strong commitment to academic excellence, the journal serves as a vital platform for presenting innovative studies and scholarly articles that address key issues in educational theory, policy, and practice. Though currently not listed as an open-access journal, it offers a wealth of knowledge that is crucial for researchers, educators, and practitioners keen to explore contemporary challenges and developments in the educational landscape. By providing a forum for both empirical studies and theoretical explorations, Schools-Studies in Education remains indispensable for anyone aiming to enrich their understanding and practice in the field of education.

Asia-Pacific Education Researcher is a premier journal dedicated to advancing the field of education research, published by Springer Heidelberg. With an ISSN of 0119-5646 and E-ISSN 2243-7908, it serves as a crucial platform for innovative scholarship in educational practices and policies across the Asia-Pacific region. Positioned in the coveted Q1 category for Education in 2023 and boasting an impressive rank of #103 out of 1543 in the Scopus Social Sciences _ Education category, this journal is recognized for its commitment to high-quality research and impactful findings. The journal seeks to publish original research, empirical studies, and theoretical contributions that address key educational challenges and opportunities in diverse contexts. Aimed at researchers, educators, and policymakers, the Asia-Pacific Education Researcher is essential for fostering dialogue and collaboration within the global educational landscape.

HIGH ABILITY STUDIES is a leading journal focusing on the assessment, development, and educational strategies for individuals with high abilities and giftedness. Published by Routledge Journals, Taylor & Francis Ltd, this prestigious UK-based journal has established itself in the realm of educational research, holding an impressive Q2 ranking in Education for 2023 and ranking 290 out of 1543 journals in the Scopus category of Social Sciences Education, placing it in the top 81st percentile. With its inception in 1996, HIGH ABILITY STUDIES aims to advance the understanding of high-ability learners through rigorous empirical research, providing a platform for policy-makers, educators, and researchers alike. Although it does not offer open access, the journal remains an essential resource for academic inquiry, contributing significantly to the field's growing discourse. Its comprehensive scope encompasses studies on cognitive development, educational practices, and psychological insights, making it indispensable for professionals and students dedicated to the education of gifted individuals.

Egitim ve Bilim-Education and Science, published by the TURKISH EDUCATION ASSOCIATION, stands as a prominent journal in the field of education, contributing significantly to academic discourse since its inception. With the aim of fostering scholarly exchange and advancing educational research, this journal provides a platform for innovative studies, critical analyses, and empirical investigations in various educational contexts. The journal maintains its rigorous standards reflected in its Q3 ranking in Education category and its positioning within the Scopus ranking of Social Sciences - Education, showcasing its commitment to quality and relevance. As an open-access journal, it ensures accessibility for researchers, professionals, and students alike, promoting wide dissemination of knowledge. Based in Turkey, this journal illustrates a dedication to addressing both local and global educational challenges, thereby serving as a vital resource for those devoted to the advancement of education.

Early Child Development and Care is an esteemed journal published by ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, dedicated to advancing the interdisciplinary understanding of early child development. With an ISSN of 0300-4430 and E-ISSN 1476-8275, the journal has established itself as a pivotal resource in the fields of Developmental and Educational Psychology and Pediatrics, holding a Q3 and Q2 ranking respectively in 2023. The comprehensive coverage from 1971 to the present encompasses critical research findings, theoretical discussions, and practical applications, catering to an audience of researchers, educators, and child care professionals. With a solid impact factor reflecting its relevance across disciplines, this journal aims to foster knowledge exchange and informed practices in child development and care, empowering its readers with evidence-based insights. Although not an open-access publication, it remains accessible to a wide array of institutions, ensuring that vital research contributes to the ongoing discourse in early childhood studies.

Welcome to the Journal of Child and Family Studies, a prominent academic platform published by Springer that delves into the intricate interrelations of child development and familial dynamics. Established in 1992 and continually evolving, this journal has become a vital resource for researchers, practitioners, and students engaged in Developmental and Educational Psychology as well as Life-span and Life-course Studies. With a solid categorization in the Q2 quartile for both fields as of 2023, the journal holds a noteworthy Scopus ranking, emphasizing its relevance and impact within the social sciences. Although the journal is not open access, it provides invaluable insights, empirical studies, and theoretical discussions, contributing significantly to the understanding of children's needs and family systems across various contexts. Positioned in the heart of New York City, the Journal of Child and Family Studies continues to influence policy-making and educational practices by disseminating innovative research that addresses the complexities of child and family life.

Journal of Education for Students Placed at Risk, published by Taylor & Francis Inc, stands at the forefront of educational research, particularly focused on the challenges and strategies related to at-risk student populations. This peer-reviewed journal, with the ISSN 1082-4669 and E-ISSN 1532-7671, serves as a conduit for innovative and impactful studies that aim to inform policy and practice in education. Acknowledged for its excellence, the journal holds a distinguished Q1 ranking in the Education category as of 2023, showcasing its relevance and influence in the field. Across its converged years from 2010 to 2024, it has consistently contributed valuable insights, evidenced by its Scopus rank of 438 out of 1543 in the Social Sciences and Education arena, placing it in the top 71st percentile. Researchers, professionals, and students alike will find an array of articles that address crucial issues faced by marginalized learners, making it an essential resource for advancing effective and equitable educational practices.