The Cambridge Journal of Education is an important journal in the field of education that has attracted international academic attention. It is published by Taylor&Francis Press. This magazine is published six times a year, dedicated to publishing original review articles on various aspects of education, with a particular emphasis on work that helps academic researchers, theorists, practice teachers, policy makers, and education administrators reach consensus.The Cambridge Education Journal covers a wide range of topics, including educational philosophy, pure education, applied education research, curriculum theory, educational management, educational politics, educational history, educational policy, higher education, teacher education, adult education, and lifelong learning. In addition, the magazine also welcomes systematic review articles that summarize specific areas of education concern and provide new insights, further promoting in-depth exploration of global education theory, policy, and practice.
剑桥教育杂志(Cambridge Journal Of Education)是一本由Taylor & Francis出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物，主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于1971年，出版周期4 issues/year。2021-2022年最新版WOS分区等级：Q2，2023年发布的影响因子为1.8，CiteScore指数5.3，SJR指数1.17。本刊非开放获取期刊。 《剑桥教育杂志》（Cambridge Journal of Education）是一本备受国际学术界关注的教育领域重要期刊，由Taylor & Francis出版社负责出版。该杂志一年发行六期，致力于发表关于教育各个方面的原创审稿文章，特别强调那些有助于学术研究者、理论家、实践教师、政策制定者以及教育管理者之间达成共识的工作。 《剑桥教育杂志》的内容广泛，覆盖了教育哲学、纯教育、应用教育研究、课程理论、教育管理、教育政治、教育历史、教育政策、高等教育、教师教育、成人教育和终身学习等多个领域。此外，该杂志还欢迎提交系统性的评论文章，这些文章对教育关注的特定领域进行总结并提供新的见解，进一步促进了全球教育理论、政策和实践的深入探讨。
Datafying the teaching ‘profession’: remaking the professional teacher in the image of data
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1441373
Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1441372
The politics of student voice: unravelling the multiple discourses articulated in schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1444144
The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1556606
Design as a social practice: the experience of new-build schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1503643
Character education and the ‘priority of recognition’
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1590529
Contributions from the person-centred experiential approach to the field of social pedagogy
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1488946
The role of family literacy classes in demystifying school literacies and developing closer parent–school relations
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1461809
Challenging moments of novice teachers: survival strategies developed through experiences
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1476465
Examining the well-being and creativity of schoolchildren in France
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1536197
Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1442416
Building strong parent–teacher relationships in primary education: the challenge of two-way communication
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1566442
The art of home education: an investigation into the impact of context on arts teaching and learning in home education
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1609416
Social justice, race and class in education in England: competing perspectives
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1524848
International doctoral students’ experience of supervision: a case study in a Chinese university
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1518405
Changing attitudes to cultural difference: perceptions of Muslim families in English schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1427217
A Butlerian perspective on inclusion: the importance of embodied ethics, recognition and relationality in inclusive education
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1607823
Using emotion regulation to cope with challenges: a study of Chinese students in the United Kingdom
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1472744
Chinese students studying in American high schools: international sojourning as a pathway to global citizenship
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1571560
Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1529738
The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1438365
Time for university educators to embrace student videography
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1590528
Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1506018
Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581134
Likes and loathing in the middle time: how adolescents time–space their figured literacy worlds
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1556607
Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1524001
Governing teachers’ work and learning through data: Australian insights
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1557594
Parental intent for children to study abroad: the role of educational aspiration and children’s characteristics
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1618244
Island voices: choice, equity and opportunity in Jersey schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1604626
Private schools for free? Parents’ reasons for choosing a new Free School for their child
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1571561
Non-formal education, personhood and the corrosive power of neoliberalism
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1552658
Enhancement and constraint: student-mothers’ experiences of higher vocational education, emotion and time
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1483483
Recycled teacher memories and upcycled teacher memories: categorising pre-service teachers’ recollections of past teachers
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581136
Navigating intercultural language teaching in New Zealand classrooms
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581137
Making us proud: young children engaging with schooled literacy discourses
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1580348
The ‘schools revolution’ in England: a configurational comparative analysis of academisation across local authorities
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581135
Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1533523
Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1566441
Becoming teacher leaders in Israel: a meaning-making model
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1533524
An emotional journey: pursuing a bachelor’s degree for rural students in four elite universities in Shanghai, PRC
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1592114
