ISSN: 0362-6784

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Curriculum Inquiry Q2 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Curriculum Inquiry is a journal indexed in SJR in Education with an H index of 50. It has a price of 2395 €. It has an SJR impact factor of 0,634 and it has a best quartile of Q2. It has an SJR impact factor of 0,634.

Type: Journal

Type of Copyright:

Languages:

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q2)

Price

2395 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

0,634

SJR Impact factor

50

H Index

21

Total Docs (Last Year)

86

Total Docs (3 years)

1334

Total Refs

190

Total Cites (3 years)

67

Citable Docs (3 years)

2.15

Cites/Doc (2 years)

63.52

Ref/Doc

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Other journals with similar parameters

Journal of Cognition and Development Q2
Social Cognition Q2
Canadian Journal of School Psychology Q2
Human Development Q2
Research in Developmental Disabilities Q2

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Aims and Scope

Best articles by citations

Teaching and Learning Through Lived Experience

Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context

Book Reviews

Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives

New materialist approaches to the study of language and identity: Assembling the posthuman subject

Achieving Querencia: Integrating a Sense of Place With Disciplined Thinking

Identifying with Horror: Teaching about the Holocaust - A Response to Simone Schweber's "Simulating Survival"

Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers

The Adventures of Interpretation: Approaches to Validity

"They Didn't HaveOut ThereGay Parents - They Just Looked Like Normal Regular Parents": Investigating Teachers' Approaches to Addressing Same-Sex Parenting and Non-normative Sexuality in the Elementary School Classroom

What Should We Do with a Feminist Educational Theory When We Have One? A Response to Audrey Thompson

"Hey Joe ...?" Moral Education, Moral Learning, and How Could We Ever Know If and When the First Produces the Second?

SHOW MORE ARTICLES

Response to Review by Marion Gold

Leaving Normal

Shifting Boundaries on the Professional Knowledge Landscape: When Teacher Communications Become Less Safe

Narratives in Aboriginal, History and Place-Based Education

"Could You Just Tell Us the Story?" Pedagogical Approaches to Introducing Narrative in History Classes

Multicultural Life and Ways of Telling

Torn

LGBTQ Youth of Color Video Making as Radical Curriculum: A Brother Mourning His Brother and a Theory in the Flesh

Revisiting the Storied Landscape of Language Policy Impact Over Time: A Case of Successful Educational Reform

Gazing at the Hand: A Foucaultian View of the Teaching of Manipulative Skills to Introductory Chemistry Students in the United States and the Potential for Transforming Laboratory Instruction

Uncovering Cover Stories: Tensions and Entailments in the Development of Teacher Knowledge

Cutting Like a Razor: Female Children Address Sexism and Sexuality Through Poetry