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This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

This study analyses the thematic and conceptual structure of the Spanish scientific production published in Emerging Sources Citation Index (Web of Science) journals. In this way, the aim is to identify the closest links between concepts and terms based on the co-occurrence of keywords used by the authors of the papers analysed, and also to point out the theoretical foundations that exist in the discipline through the co-citation relationships of articles in the bibliography of the documents in the sample. Finally, these results were compared with those obtained from the analysis of Spanish scientific production in Social Sciences Citation Index (SSCI). To achieve these objectives, a network analysis of the co-occurrence of keywords and co-citation of references in articles published in Communication journals between 2015 and 2021 in ESCI (N = 3,559) and SSCI (N = 1,738) with at least one author linked to a Spanish institution was carried out. The results point to similar structural cohesion values and to a thematic and methodological similarity between both sets observed. There is a marked tendency towards quantitative studies on new technologies. While in SSCI there is an almost absolute dominance of Journalism studies, in ESCI there is a greater diversity of other disciplines such as Audiovisual Communication or Advertising. However, the intellectual structure of the production in SSCI reflects a more specialised character than in ESCI. [ABSTRACT FROM AUTHOR]

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Copyright of Economic History Research / Investigaciones de Historia Económica is the property of Asociacion Espanola de Historia Economica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Anduli: Revista Andaluza de Ciencias Sociales is the property of Anduli: Revista Andaluza de Ciencias Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the written production on special-needs education in Spanish high-impact journals indexed in the Journal Citation Reports (Web of Science). Its objective is to show the status of this issue in the past 20 years based on updated and relevant information that contributes to the development of the discipline itself and to improving special-needs education. A total of 1201 special-needs education documents published in 15 high-impact journals were analyzed. The results evince the development of this discipline and the principal subjects of study and other relevant aspects associated with this field of knowledge. This research allows for reinforcing the body of knowledge in this field of study, which would be far-reaching for researchers and education administrators alike. [ABSTRACT FROM AUTHOR]