Example of Contemporary Education Dialogue format
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Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format
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Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue 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

Contemporary Education Dialogue — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #873 of 1319 up up by 51 ranks
journal-quality-icon Journal quality:
Medium
calendar-icon Last 4 years overview: 30 Published Papers | 24 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 11/06/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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

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.

0.8

33% from 2019

CiteRatio for Contemporary Education Dialogue from 2016 - 2020
Year Value
2020 0.8
2019 0.6
2018 0.4
2017 0.2
graph view Graph view
table view Table view

0.127

9% from 2019

SJR for Contemporary Education Dialogue from 2017 - 2020
Year Value
2020 0.127
2019 0.139
2018 0.115
2017 0.102
graph view Graph view
table view Table view

0.459

19% from 2019

SNIP for Contemporary Education Dialogue from 2017 - 2020
Year Value
2020 0.459
2019 0.387
2018 0.193
2017 0.246
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 33% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 9% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 19% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Contemporary Education Dialogue

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SAGE

Contemporary Education Dialogue

Approved by publishing and review experts on SciSpace, this template is built as per for Contemporary Education Dialogue formatting guidelines as mentioned in SAGE author instructions. The current version was created on 11 Jun 2020 and has been used by 814 authors to write and format their manuscripts to this journal.

i
Last updated on
11 Jun 2020
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ISSN
0973-1849
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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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: 10.1177/097318491100900105
‘Deschooling Society’: The Strange Legacy of Ivan Illich

Abstract:

Ivan Illich’s book (1971), Deschooling Society (hereafter DS), was published 40 years ago. Of all the books purportedly written on radical educational alternatives that came out in 1960s and 1970s, Illich’s book remains perhaps the most discussed, and it still continues to inspire educational experiments in much of the Third ... Ivan Illich’s book (1971), Deschooling Society (hereafter DS), was published 40 years ago. Of all the books purportedly written on radical educational alternatives that came out in 1960s and 1970s, Illich’s book remains perhaps the most discussed, and it still continues to inspire educational experiments in much of the Third World. But a large part of the discussion on Illich has focused on the details of the proposal outlined in DS, and seems to have missed the point that the book’s focus was more on ‘society’ rather than on only ‘deschooling’. More often than not, Illich’s work, especially DS, is seen as being reflective of a broader countercultural turn towards the end of the 1960s in the United States (Latta, 1989), and is generally located within a larger critique of schooling (Foster, 1971; Keesbury, 1981). Although Illich’s voice was a significant one in this countercultural turn, one needs to see his work beyond this. His work is seen as belonging to a broader group of ‘radical liberals’ such as Dewey and Freire (Lichtenstein, 1985, p. 51). It is also seen as being derivative of earlier sociological works by scholars such as read more read less
532 Citations
Journal Article DOI: 10.1177/097318490500200204
Para-teachers in India: A Review:

Abstract:

This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teacher schemes in the country and analysis the changing policy context where-in poorly paid and trained para-teachers on contract are increasingly being recruited in place of regular teachers in government schools. Drawing upon availab... This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teacher schemes in the country and analysis the changing policy context where-in poorly paid and trained para-teachers on contract are increasingly being recruited in place of regular teachers in government schools. Drawing upon available research studies, the authors draw attention to the detrimental implications that para-teacher programmes have for professionalisation of teachers, the quality of schooling and equity concerns in education. read more read less

Topics:

Context (language use) (50%)50% related to the paper
70 Citations
Journal Article DOI: 10.1177/097318490400200103
History of the quality debate

Abstract:

The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientif... The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientific management of and monitoring investments in education. Going back to the concept of ‘quality’ as the essential character of a thing, the paper argues that quality has always been integral to the concept of education, deriving from what is considered worthwhile as an aim or experience in education. The paper traces the history of the term beginning with important changes in the concept of education influenced by education thinkers and moving to the role of the concept in the context of universalisation of education, the growing importance of democracy as a political choice, and economic globalisation. The final section of the paper draws out implications for teacher professionalism,... read more read less

Topics:

Comparative education (60%)60% related to the paper, Education economics (59%)59% related to the paper, Quality (business) (50%)50% related to the paper, Scientific management (50%)50% related to the paper
55 Citations
Journal Article DOI: 10.1177/0973184914529037
‘The Ignorant Schoolmaster’: Jacotot/Rancière on Equality, Emancipation and Education

Abstract:

Jacques Ranciere (born 1940), much like his contemporary Michel Foucault, has an academic oeuvre that defies neat classification within established disciplinary boundaries. This is due to the cross-disciplinary nature of his work, with a strong orientation towards history and philosophy. Although he trained as a philosopher ... Jacques Ranciere (born 1940), much like his contemporary Michel Foucault, has an academic oeuvre that defies neat classification within established disciplinary boundaries. This is due to the cross-disciplinary nature of his work, with a strong orientation towards history and philosophy. Although he trained as a philosopher (studying with Louis Althusser and contributing to the latter’s Reading Capital), Ranciere’s work has been more a series of explorations in the archives of subaltern workers of early nineteenth-century Europe. His work has received the attention of scholars from across a number of disciplines such as cultural studies, history, philosophy and political science. However, when one looks for rigorous engagement with Ranciere’s thoughts on education, one finds a relative indifference on the part of educationists. This is surprising given that ‘equality’ as a concept has not only received focused attention from educationists for long, inviting reflections that have varied in their elaboration of the concept, but also has a specific import in current educational scenarios across the world, such that it has heightened the imperative to revisit this concept. read more read less

Topics:

Emancipation (53%)53% related to the paper, Philosophy of education (52%)52% related to the paper, Subaltern (51%)51% related to the paper, Discipline (51%)51% related to the paper
51 Citations
Journal Article DOI: 10.1177/0973184913411197
Quality in Education: Competing Concepts

Abstract:

Since the 1990s, programmes aimed at universalising elementary eduction in India have increasingly dichotomised ‘quality’ and ‘equality’ and heightened, a view of education which is essentially instrumental. The paper argues that this opposition is mistaken and that equality itself requires a nuanced approach which reflects t... Since the 1990s, programmes aimed at universalising elementary eduction in India have increasingly dichotomised ‘quality’ and ‘equality’ and heightened, a view of education which is essentially instrumental. The paper argues that this opposition is mistaken and that equality itself requires a nuanced approach which reflects the quality of education as an involvement in the long-term growth of the person. An example of how a school may be knowledgeably structured for educational quality, given the social reality of entrenched gender inequality, is discussed. read more read less

Topics:

Social reality (57%)57% related to the paper, Opposition (politics) (53%)53% related to the paper
49 Citations
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Frequently asked questions

1. Can I write Contemporary Education Dialogue in LaTeX?

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

2. Do you follow the Contemporary Education Dialogue guidelines?

Yes, the template is compliant with the Contemporary Education Dialogue 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 Contemporary Education Dialogue?

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 Contemporary Education Dialogue citation style.

4. Can I use the Contemporary Education Dialogue 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 Contemporary Education Dialogue.

5. Can I use a manuscript in Contemporary Education Dialogue 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 Contemporary Education Dialogue that you can download at the end.

6. How long does it usually take you to format my papers in Contemporary Education Dialogue?

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

7. Where can I find the template for the Contemporary Education Dialogue?

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 Contemporary Education Dialogue'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 Contemporary Education Dialogue'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. Contemporary Education Dialogue an online tool or is there a desktop version?

SciSpace's Contemporary Education Dialogue 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.

10. I cannot find my template in your gallery. Can you create it for me like Contemporary Education Dialogue?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Contemporary Education Dialogue?”

11. What is the output that I would get after using Contemporary Education Dialogue?

After writing your paper autoformatting in Contemporary Education Dialogue, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Contemporary Education Dialogue'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 Contemporary Education Dialogue?

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 Contemporary Education Dialogue. 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 Contemporary Education Dialogue?

The 5 most common citation types in order of usage for Contemporary Education Dialogue 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 Contemporary Education Dialogue?

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 Contemporary Education Dialogue's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Contemporary Education Dialogue 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 Contemporary Education Dialogue Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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