Example of Review of Educational Research format
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Example of Review of Educational Research format Example of Review of Educational Research format Example of Review of Educational Research format Example of Review of Educational Research format
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Example of Review of Educational Research format Example of Review of Educational Research format Example of Review of Educational Research format Example of Review of Educational Research format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Review of Educational Research — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #1 of 1319 up up by 4 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 101 Published Papers | 1856 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 10/06/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

8.327

7% from 2018

Impact factor for Review of Educational Research from 2016 - 2019
Year Value
2019 8.327
2018 8.985
2017 8.241
2016 5.263
graph view Graph view
table view Table view

18.4

15% from 2019

CiteRatio for Review of Educational Research from 2016 - 2020
Year Value
2020 18.4
2019 21.6
2018 16.0
2017 10.3
2016 10.4
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 7% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has decreased by 15% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

5.969

20% from 2019

SJR for Review of Educational Research from 2016 - 2020
Year Value
2020 5.969
2019 7.474
2018 5.509
2017 3.719
2016 3.853
graph view Graph view
table view Table view

9.342

13% from 2019

SNIP for Review of Educational Research from 2016 - 2020
Year Value
2020 9.342
2019 10.745
2018 8.089
2017 7.139
2016 6.77
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 20% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 13% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Review of Educational Research

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SAGE

Review of Educational Research

The Review of Educational Research (RER, quarterly, begun in 1931; approximately 640 pp./volume year) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literatu...... Read More

Education

Social Sciences

i
Last updated on
10 Jun 2020
i
ISSN
0034-6543
i
Impact Factor
Very High - 4.944
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
SageV
i
Citation Type
Numbered (Superscripted)
25
i
Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.3102/00346543062003307
Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:
M. F. Pajares1

Abstract:

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing u... Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec... read more read less

Topics:

Educational research (53%)53% related to the paper, Education theory (52%)52% related to the paper
View PDF
8,257 Citations
Journal Article DOI: 10.3102/00346543074001059
School Engagement: Potential of the Concept, State of the Evidence
Jennifer A. Fredricks1, Phyllis C. Blumenfeld2, Alison H. Paris3

Abstract:

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive en... The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions read more read less

Topics:

Student engagement (63%)63% related to the paper, Construct (philosophy) (51%)51% related to the paper
View PDF
7,641 Citations
Journal Article DOI: 10.3102/00346543045001089
Dropout from Higher Education: A Theoretical Synthesis of Recent Research

Abstract:

Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process. In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate attention given to q... Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process. In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate attention given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education. read more read less

Topics:

Student dropout (76%)76% related to the paper, Dropout (neural networks) (60%)60% related to the paper
View PDF
7,492 Citations
Journal Article DOI: 10.3102/003465430298487
The Power of Feedback
John Hattie1, Helen Timperley1

Abstract:

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analys... Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms. read more read less

Topics:

Peer feedback (64%)64% related to the paper, Dynamic decision-making (61%)61% related to the paper, Negative feedback (57%)57% related to the paper, Assessment for learning (51%)51% related to the paper
View PDF
7,222 Citations
Journal Article DOI: 10.3102/00346543066004543
Self-Efficacy Beliefs in Academic Settings
Frank Pajares1

Abstract:

The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief ov... The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered. read more read less

Topics:

Expectancy theory (63%)63% related to the paper, Social cognitive theory (56%)56% related to the paper, Social cognition (55%)55% related to the paper, Cognitive style (52%)52% related to the paper, Self-efficacy (52%)52% related to the paper
4,166 Citations
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Review of Educational Research format uses SageV citation style.

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1. Can I write Review of Educational Research in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Review of Educational Research guidelines and auto format it.

2. Do you follow the Review of Educational Research guidelines?

Yes, the template is compliant with the Review of Educational Research guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Review of Educational Research?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Review of Educational Research citation style.

4. Can I use the Review of Educational Research templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Review of Educational Research.

5. Can I use a manuscript in Review of Educational Research that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Review of Educational Research that you can download at the end.

6. How long does it usually take you to format my papers in Review of Educational Research?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Review of Educational Research.

7. Where can I find the template for the Review of Educational Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Review of Educational Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Review of Educational Research's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Review of Educational Research an online tool or is there a desktop version?

SciSpace's Review of Educational Research is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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11. What is the output that I would get after using Review of Educational Research?

After writing your paper autoformatting in Review of Educational Research, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Review of Educational Research's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Review of Educational Research?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Review of Educational Research. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Review of Educational Research?

The 5 most common citation types in order of usage for Review of Educational Research are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Review of Educational Research?

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16. Can I download Review of Educational Research in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Review of Educational Research Endnote style according to Elsevier guidelines.

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