Educational Studies is committed to providing a high-quality academic platform for original and theoretical research in the field of education. This journal receives and publishes rigorously peer-reviewed papers that not only cover a wide range of fields in educational research, including educational psychology, educational technology, curriculum design, educational policy, etc., but also emphasize the combination of applied and theoretical methods, as well as profound insights into educational practice.The journal encourages submitted papers to be original, that is, to propose new research questions, adopt innovative research methods, or make insightful extensions to existing theories. Meanwhile, the methodology of the paper should be rigorous and reasonable to ensure the reliability and effectiveness of the research results. In theory, the paper should demonstrate a deep understanding and critical thinking of existing literature, providing readers with new theoretical perspectives or important supplements to existing theories. In addition, given the international nature of educational research, the journal places special emphasis on the international relevance of papers, encouraging scholars to pay attention to educational issues in the context of globalization, as well as comparative studies between different cultures and educational systems, in order to promote academic exchange and cooperation between countries.
教育研究(Educational Studies)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1975年,出版周期5 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5.5,SJR指数0.68。本刊非开放获取期刊。 《教育研究》致力于为教育领域的原创性研究和理论研究提供一个高质量的学术平台。该杂志接收并发表经过严格同行评审的论文,这些论文不仅涵盖了教育研究的广泛领域,包括教育心理学、教育技术、课程设计、教育政策等,而且强调应用和理论方法的结合,以及对教育实践的深刻洞察。该杂志鼓励提交的论文应具有原创性,即提出新的研究问题、采用创新的研究方法或对现有理论进行有见地的扩展。同时,论文在方法论上应严谨合理,确保研究结果的可靠性和有效性。在理论上,论文应展现出对现有文献的深入理解和批判性思考,为读者提供新的理论视角或对现有理论的重要补充。此外,鉴于教育研究的国际化特点,杂志特别重视论文的国际相关性,鼓励学者关注全球化背景下的教育问题,以及不同文化和教育体系之间的比较研究,以促进国际间的学术交流和合作。
Teaching “soft skills” to university students in China: the feasibility of an Australian approach
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446328
Education for Syrian Refugees: The New Global Issue Facing Teachers and Principals in Turkey
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1561454
“Caught Between Two Worlds”: Asian American Elementary Teachers’ Enactment of Asian American History
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1467320
Computer-based course evaluation: an extended technology acceptance model
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1443797
The effects of problem-posing intervention types on elementary students’ problem-solving
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509785
“Pupils should have respect for you, although I have no idea how to achieve this?”: The ideals and experiences shaping a teacher’s professional identity
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446323
Motor behaviour through traditional games
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1516630
How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446326
Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446324
Promoting historical contextualisation in classrooms: an observational study
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509771
Friendship stability among students with and without special educational needs
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509774
Toward a Moratorium on Publishing in the Field of Educational Studies: Where is This Train Going?
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1560296
Paulo Freire, Critical Literacy, and Indigenous Resistance
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1562926
Ideas of Czech primary school pupils about intellectual disability
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509784
Middle school students’ perceptions of classroom climate and its relationship to achievement
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1664411
How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1651696
Psychological distress, job satisfaction and work engagement: a cross-sectional mediation study with a sample of Palestinian teachers
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1701990
Mapping inequality in access to meaningful learning in secondary education in Ethiopia: implications for sustainable development
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509777
Content teaching: innovative and traditional practices
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446334
‘What’s Disability Got To Do With It?’: Crippin’ Educational Studies at the Intersections
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1630131
Pupil involvement in planning topics using KWL grids: opinions of teachers, student teachers and pupils
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509773
Criticism and education: dissatisfaction of parents who homeschool and those who send their children to school with the education system
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509786
Skinfolk Ain’t Always Kinfolk: The Dangers of Assuming and Assigning Inherent Cultural Responsiveness to Teachers of Color
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1500912
Navigating Different Theories of Change for Higher Education in Volatile Times
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1666717
The teacher of the 21st century: professional competencies in Catalonia today
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1686697
Successful Strategies of Vocational Schools and Universities in Implementing Continuing Education Programs
来源期刊:Educational StudiesDOI:10.17323/1814-9545-2019-1-187-214
Thick Description as Pedagogical Tool: Considering Bowers’ Inspiration for Our Work
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1628762
The predicting roles of approaches to learning, L2 learning motivation, L2 learning strategies and L2 proficiency for learning outcomes: a comparison between Mainland and Hong Kong Chinese students
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1509775
Efficacy beliefs and interdependence when being assessed working in a group
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1706039
Student teachers’ metaphorical conceptualisations of the experience of watching themselves and their peers on video
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1691505
Learner instruction, attitudes during class and academic achievement of junior high school students in Korea: a panel analysis
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446329
Conceptualizing a Mathematics Curriculum: Indigenous Knowledge has Always Been Mathematics Education
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1680374
Same As It Ever Was: The Nexus of Race, Ability, and Place in One Urban School District
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1630130
Against Fragmentation: Critical Education Scholarship in a Time of Crisis
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1605366
Internationalization of Higher Education and English Medium Instruction in Mongolia : Initiatives and Trends
来源期刊:Educational StudiesDOI:10.17323/1814-9545-2019-1-215-243
The Legacy of Chet Bowers for Educational Studies and the Social Foundations of Education
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1657118
Understanding inclusive pedagogy in primary education: teachers’ perspectives
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1670139
Can We Say the “r” Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1674312
Nichiren Buddhism and Deweyan Pragmatism: An Eastern-Western Integration of Thought
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1564668
Reflection or Refusal? A Response to Hilton Kelly’s 2018 AESA Presidential Address
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1666396
Breaking the Binds of Enclosure: Chet Bowers and the Commons in Educational Theory
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1643727
Multigenerational Forces and Regenerative Capacities: Matter, Weather, Flesh, and the Sociogenic
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1660659
Haunted Trauma Narratives of Inclusion, Race, and Disability in a School Community
来源期刊:Educational StudiesDOI:10.1080/00131946.2019.1629926
An ecological approach to adolescent mathematics ability development: differences in demographics, parenting, mathematics teaching, and student behaviors and emotions
来源期刊:Educational StudiesDOI:10.1080/03055698.2019.1672522
Mindfulness for education students: addressing welfare as part of the professional training
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446337
Pedagogical content knowledge of French as a foreign language: differences between pre-service and in-service teachers
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1446339
The confrontation of identities: how university students manage academic and religious selves in higher education
来源期刊:Educational StudiesDOI:10.1080/03055698.2018.1534084
She Can’t Teach Us: Exploring the Complexities of Diversifying the US Teaching Force
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1559844
Anarchist Ethics as a Foundation for Educational Alternatives
来源期刊:Educational StudiesDOI:10.1080/00131946.2018.1554575