Exploring Citation Patterns of Australian Research into Teachers of Gifted Students through a Focused Study of Articles Published in the Australasian Journal of Gifted Education 1992- 2024

This document analysis sought to examine the nature and scope of articles relating to teaching and giftedness published in Australia’s only gifted education journal – the Australasian Journal of Gifted Education (AJGE) from 1992 to 2024. Utilising the Publish or Perish software program to identify a corpus of related literature published in the AJGE since its inception, 43 articles were chosen as fitting the search criteria. For each article, basic descriptors are provided including the frequency of citing other research from within the AJGE. Previous research has identified limitations in Australian gifted education research but also acknowledged the small and relatively young field’s promising achievement of a level of recognition through a developing citation profile (Jolly et al., 2024). Yet this could be enhanced through a more dedicated commitment on the part of Australian researchers to cite relevant Australian research wherever possible, to ensure the continued progression of our citation profile. This study provides insight into citing patterns by AJGE authors in one topic area, in the hope that it will encourage future contributors to more frequently examine and cite local research in the field.