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ELEMENTARY SCHOOL JOURNAL

ELEMENTARY SCHOOL JOURNAL

ELEM SCHOOL J
影响因子：1.4
JCR分区：Q2
新锐分区：教育学3区
是否综述期刊：N/A
是否预警：不在预警名单内
是否OA：否
出版国家/地区：-
出版社：University of Chicago Press
发刊时间：0
收录数据库：SCIE/SSCI/Scopus收录
ISSN：0013-5984

期刊介绍

The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for more than one hundred years. ESJ publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.
该刊已被国际权威数据库SCIE、SSCI收录，该刊致力于发表经过严格同行评审的高质量原创文章，反映EDUCATION & EDUCATIONAL RESEARCH领域的新进展、新技术、新成果，促进该领域科研交流和科研成果转化。该刊2023年影响因子为1.2，平均审稿速度为，近四年来没有被列入预警名单。
年发文量 28
国人发稿量 0.28
国人发文占比 0.01%
自引率 7.1%
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 -
投稿链接 -

期刊高被引文献

Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students’ Persuasive Writing Performance in the Context of Robust Writing Instruction
来源期刊：The Elementary School JournalDOI：10.1086/701720
Competing Strands of Educational Reform Policy: Can Collaborative School Reform and Teacher Evaluation Reform Be Reconciled?
来源期刊：The Elementary School JournalDOI：10.1086/701706
The Vocabulary of Core Reading Programs
来源期刊：The Elementary School JournalDOI：10.1086/701653
Examining the Additive Effects of Check-in/Check-out to Coping Power
来源期刊：The Elementary School JournalDOI：10.1086/703125
What Parents Bring to the Table: Maternal Behaviors in a Grocery Game and First Graders’ Literacy and Math Skills in a Low-Income Sample
来源期刊：The Elementary School JournalDOI：10.1086/703104
From School Leadership to Differentiated Instruction
来源期刊：The Elementary School JournalDOI：10.1086/705827
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
来源期刊：The Elementary School JournalDOI：10.1086/703103
Professional Development in Practice
来源期刊：The Elementary School JournalDOI：10.1086/704492
Literacy Teachers’ Beliefs about Data Use at the Bookends of Elementary School
来源期刊：The Elementary School JournalDOI：10.1086/701655
The Quality of Mathematics Instruction in Kindergarten: Associations with Students’ Achievement and Motivation
来源期刊：The Elementary School JournalDOI：10.1086/703176
Matching Students to Books
来源期刊：The Elementary School JournalDOI：10.1086/705797
Examining the Racial Attitudes of White Pre-K–12 Educators
来源期刊：The Elementary School JournalDOI：10.1086/705899
Decision-Making Practices of Experienced Upper Elementary Teachers during Small Group Instruction to Support English Learners
来源期刊：The Elementary School JournalDOI：10.1086/704392
Using an Autonomy-Oriented Learning Environment for Struggling Readers
来源期刊：The Elementary School JournalDOI：10.1086/704251
Reading Comprehension Assessment
来源期刊：The Elementary School JournalDOI：10.1086/705784
Function-Based Interventions in K–8 General Education Settings: A Focus on Teacher Implementation
来源期刊：The Elementary School JournalDOI：10.1086/703114
A Cross-Linguistic Examination of Heterogeneous Reading Profiles of Spanish-Speaking Bilingual Students
来源期刊：The Elementary School JournalDOI：10.1086/704514
Effects of Self-Monitoring on the Praise Rates of Paraprofessionals for Students with Emotional and Behavioral Disorders
来源期刊：The Elementary School JournalDOI：10.1086/703177
“And Then My Creativity Took Over”: Productivity of Teacher Adaptations to an Adolescent Literacy Curriculum
来源期刊：The Elementary School JournalDOI：10.1086/701719
Teacher Implementation and Intensification of Behavior Supports Within and Across Tiers: Introduction to the Special Section
来源期刊：The Elementary School JournalDOI：10.1086/703105
Effects of Symbolic and Nonsymbolic Equal-Sign Intervention in Second-Grade Classrooms
来源期刊：The Elementary School JournalDOI：10.1086/703086
“Where’s the Joy in the Classroom?”
来源期刊：The Elementary School JournalDOI：10.1086/705964
The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk
来源期刊：The Elementary School JournalDOI：10.1086/705785
Late to Class
来源期刊：The Elementary School JournalDOI：10.1086/705965
Cultural and Cognitive Autonomy
来源期刊：The Elementary School JournalDOI：10.1086/704515
Visions of Differentiation
来源期刊：The Elementary School JournalDOI：10.1086/704252
The Impact of Adaptive, Web-Based, Scaffolded Silent Reading Instruction on the Reading Achievement of Students in Grades 4 and 5
来源期刊：The Elementary School JournalDOI：10.1086/701705
Teacher Identity in an After-School Engineering Club
来源期刊：The Elementary School JournalDOI：10.1086/704542

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%---

相关指数

影响因子
影响因子
年发文量
自引率

预警情况

查看说明
时间 预警情况
2026年03月发布的新锐学术版不在预警名单中
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：2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
2026年3月发布
(新锐分区)
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
否
N/A
2025年3月升级版
教育学4区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
否
否
2023年12月旧的升级版
教育学4区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
否
否

CiteScore

查看说明
CiteScore SJR SNIP 学科 分区 排名
2.70
0.660
1.124
大类：Social Sciences 小类：Education
Q2
664 / 1620

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