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THEORY INTO PRACTICE

THEORY INTO PRACTICE

THEOR PRACT
影响因子：1.9
是否综述期刊：否
是否预警：不在预警名单内
是否OA：否
出版国家/地区：
出版社：Taylor & Francis
发刊时间：0
发刊频率：
收录数据库：Scopus收录
ISSN：0040-5841
年发文量 39
国人发稿量 0
国人发文占比 0%
自引率 -
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 EDUCATION & EDUCATIONAL RESEARCH-
期刊官网 https://www.tandfonline.com/toc/htip20/current
投稿链接

期刊高被引文献

Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569376
A Multilingualism-as-a-Resource Orientation in Dual Language Education
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569375
Queering Bilingual Teaching in Elementary Schools and in Bilingual Teacher Education
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536917
(Re)Positioning in the Englishes and (English) Literacies of a Black Immigrant Youth: Towards a Transraciolinguistic Approach
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1599227
Immigrant Parents’ Ideological Positioning on Bilingualism
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1599228
Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569400
Challenging Damaging Ideologies: Are Dual Language Education Practices Addressing Learners’ Linguistic Rights?
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569379
Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569399
Navigating Parental Resistance: Learning from Responses of LGBTQ-Inclusive Elementary School Teachers
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536914
The Problems and Possibilities of Interest Convergence in a Dual Language School
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569377
Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569380
Restoring Mathematics Identities of Black Learners: A Curricular Approach
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626620
Upending Colonial Practices: Toward Repairing Harm in English Education
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626615
Pedagogical Third Spaces: Inclusion and Re-Presentation of LGBTQ Communities in and through Teaching as a Matter of Justice
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536921
Toward Shared Commitments for Teacher Education: Transformative Justice as an Ethical Imperative
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626619
Transforming Our Mission: Animating Teacher Education through Intersectional Justice
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626618
Positioning Spanish-Language and African American Language (AAL) Speakers as Knowledgeable and Valuable Contributors in the Language Arts Classroom
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1607654
Teaching to Transform: (W)holistic Science Pedagogy
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626616
History Matters: Challenging an A-Historical Approach to Restorative Justice in Teacher Education
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626613
Abolition by the Numbers Mathematics as a Tool to Dismantle the Carceral State (and Build Alternatives)
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626614
Complicating What We Know: Focusing on Educators’ Processes of Becoming Gender and Sexual Diversity Inclusive
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536916
How Positioning Affects English Learners’ Social Interactions Around Reading
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1598718
Lights! Cameras! Genders? Interrupting Hate through Classroom Tinkering, Digital Media Production and [Q]ulturally Sustaining Arts-Based Inquiry
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536919
Reflecting on Heteronormativity and Family Diversity: Analysis of an After-School Club
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536920
Latinas as Scientists: Positioning Scientific Identities Bilingually
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1607655
Developing Culturally Proficient Teachers for Dual-Language Classrooms
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569398
Repositioning English Learners’ Funds of Knowledge for Scientific Practices
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1599231
Interrogating the Lack of Diversity in Award-Winning LGBTQ-Inclusive Picturebooks
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536915
This Issue
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536913
This Issue
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569401
The Expansion of Dual Language Bilingual Education into New Communities and Languages: The Case of Hebrew in a New York City Public Middle School
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1569378
Elementary Teachers’ Experiences with LGBTQ-inclusive Education: Addressing Fears with Knowledge to Improve Confidence and Practices
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536922
This Issue
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626621
Retraction: Successful Intelligence in the Classroom
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1547600
Repairing Elementary School Science
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2018.1536918
Standard English, Feedback, and the Positioning of Black and Latinx Preservice Teachers
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1599229
Stereotypes vs. Strategies for Digital Media Artists: The Case for Culturally Relevant Media Production
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1626617
“Does the Color of Your Skin Make You American?:” Immigrant Parents’ Responses to History Texts in the New South
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1599230
Enhancing Cultural Wealth: Positioning as a Language Broker across School and Home
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1599226
Double Binds and (Re)Imagined Storylines: Las Obligaciones of Being a Latina Teacher in a New Latinx Community
来源期刊：Theory Into PracticeDOI：10.1080/00405841.2019.1598717

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
100.00%12.17%-2.33%

相关指数

影响因子
影响因子
年发文量
自引率
Cite Score

预警情况

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时间 预警情况
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：Q2区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
EDUCATION & EDUCATIONAL RESEARCH
Q2

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2025年3月最新升级版
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
否
否
2023年12月升级版
教育学2区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
否
否
2022年12月旧的升级版
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
否
否