ISSN: 0013-5984

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Elementary School Journal Q1 Unclaimed

University of Chicago United States

Unfortunately this journal has not been claimed yet. For this reason, some information may be unavailable.

Elementary School Journal is a journal indexed in SJR in Education with an H index of 91. It has an SJR impact factor of 0,754 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 0,754.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,754

SJR Impact factor

91

H Index

27

Total Docs (Last Year)

84

Total Docs (3 years)

1686

Total Refs

174

Total Cites (3 years)

84

Citable Docs (3 years)

1.84

Cites/Doc (2 years)

62.44

Ref/Doc

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Aims and Scope

Best articles by citations

Evaluating the Impact of National Educational Policy to Reduce Retention and Increase Achievement in Compulsory Education

Thoughts on Creating, Accumulating, and Utilizing Shareable Knowledge to Improve Teaching

Steps toward Promoting Cognitive Achievements

Can Cognitive Writing Models Inform the Design of the Common Core State Standards?

Reclaiming Social Capital Through Critical Teaching

Examining the Additive Effects of Check-in/Check-out to Coping Power

Bibliotherapy to Help Children Solve Problems

The Persistence of Teacher Beliefs in Facets of the Visual Perceptual Deficit Hypothesis

Developmental Trajectories of Writing Skills in First Grade

Introduction: Science Curriculum Materials That Support Student Learning: New Research That Addresses Continuing Challenges

Welcome for a Newcomer

A Multidimensional Examination of Parent Involvement across Child and Parent Characteristics

SHOW MORE ARTICLES

Evaluating the New Science Teaching

A Content Analysis of Visuals in Elementary School Textbooks

Process-Product Research on Teaching: A Review of Criticisms

Text Complexity

An Evaluation of Two Contrasting Approaches for Improving Reading Achievement in a Large Urban District

Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes

Research on Learning to Read - at School, at Home, and in the Community

Reading in Science: Developing High-Quality Student Text and Supporting Effective Teacher Enactment

Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors

The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments

Research and Practice in Parent Involvement: Implications for Teacher Education

The State of the Field