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Teachers College Record Q2 Unclaimed

Teachers College Record United States

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Teachers College Record is a journal indexed in SJR in Education with an H index of 105. It has a price of 2667 €. It has an SJR impact factor of 0,642 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,642.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q2)

Price

2667 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

0,642

SJR Impact factor

105

H Index

7

Total Docs (Last Year)

250

Total Docs (3 years)

468

Total Refs

457

Total Cites (3 years)

249

Citable Docs (3 years)

1.63

Cites/Doc (2 years)

66.86

Ref/Doc

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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

Education for Global Understanding: Learning From Dewey's Visit to Japan

Teachers as Grantseekers: The Privatization of the Urban Public School Teacher

Race, Gender, and the Early PTA: Civic Engagement and Public Education, 1897-1924

Learner-Centered Instruction and the Theory of Multiple Intelligences With Second Language Learners

Reconciling the Pedagogical Goal and the Measurement Goal of Evaluation: The Perspectives of Teachers in the Context of National Standards

For The Record: Looking at Self as the Critical Element for Change in Multicultural Education: Pushing at the Seams of Theory, Research, and Practice-Part II

For The Record: Reviewing Literature

Teachers, Not Technicians: Rethinking Technical Expectations for Teachers

Too Many Syllables

Learning

Learning (About) Prejudice

What Educational Resources Do Students Need to Meet California's Educational Content Standards? A Textual Analysis of California's Educational Content Standards and Their Implications for Basic Educational Conditions and Resources

SHOW MORE ARTICLES

Theory of Multiple Intelligences: Is It a Scientific Theory?

Opportunity at the Crossroads: Racial Inequality, School Segregation, and Higher Education in California

High-Stakes Accountability, State Oversight, and Educational Equity

International Education

Accountability, California Style: Counting or Accounting?

Reviewing Books

Exploring Cross-Race Dyad Partnerships in Learning to Teach

Reimagining Race in Education: A New Paradigm from Psychology

Expertise, Credibility, and Influence: How Teachers Can Influence Policy, Advance Research, and Improve Performance

"Creating a ""Connected"" Community? Teachers' Use of an Electronic Discussion Group"

Assessment and Evaluation

Communities of Practice and Discourse Communities: Negotiating Boundaries in NBPTS Certification