Default: Educational Researcher

ISSN: 0013-189X

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Educational Researcher Q1 Unclaimed

SAGE Publications Inc. United States
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Educational Researcher is a journal indexed in SJR in Education with an H index of 151. It has an SJR impact factor of 3,956 and it has a best quartile of Q1. It has an SJR impact factor of 3,956.

Educational Researcher focuses its scope in these topics and keywords: achievement, education, teacher, standards, opportunity, english, content, raciolinguicized, quality, proficiency, ...

Type: Journal

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Open Access Policy:

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Publication frecuency: -

Scopus WOS
Categories: Education (Q1)

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Educational Researcher


SJR Impact factor


H Index


Total Docs (Last Year)


Total Docs (3 years)


Total Refs


Total Cites (3 years)


Citable Docs (3 years)


Cites/Doc (2 years)




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Aims and Scope

achievement, education, teacher, standards, opportunity, english, content, raciolinguicized, quality, proficiency, practicebased, responsibility, shared, skills, student, students, subjectivity, practice, poverty, countriesmoney, early, exploring, facing, gap, homelessnesstroubling, language, learner, matter, mobilityteacher, national, places, policies,

Best articles by citations

Patterns and Trends in Grade Retention Rates in the United States, 1995-2010

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Using Resource and Cost Considerations to Support Educational Evaluation: Six Domains

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What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion

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2013 AERA Presidential Address

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Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel's Report

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Using Growth for Accountability

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Towards a Demystification of Citation Analysis and the Concept of Scholarly Productivity: A Response to Kroc

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Breaching the Conditions for Success for a National Advisory Panel

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Reform and Renewal at the Department of Education

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Editors' Introduction: Randomized Controlled Trials Meet the Real World: The Nature and Consequences of Null Findings

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Reform by the Book: What Is - or Might Be - the Role of Curriculum Materials in Teacher Learning and Instructional Reform?

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When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory Panel's Review of Instructional Practices

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Mitigating the Dangers of a Single Story

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Social Science and the Courts

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Rejoinder to Marshall

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Reply to Mansfield and Busse

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Reflections on the National Mathematics Advisory Panel Final Report

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Candy Selling and Math Learning

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Rejoinder to the Critiques of the National Mathematics Advisory Panel Final Report

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Response to Comments: Practical Wisdom in the Service of Professional Practice

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Situating Teachers' Instructional Practices in the Institutional Setting of the School and District

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A Multigrade, Multiyear Statewide Examination of Reading Achievement

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Educational Researchers Comment on the Education Summit and Other Policy Proclamations From 1983-1996

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Critical Thinking and Subject Specificity: A Reply to Ennis

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