Example of Critical Studies in Education format
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Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format
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Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format Example of Critical Studies in Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Critical Studies in Education — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #84 of 1319 up up by 77 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 117 Published Papers | 598 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 17/07/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 3.5
SJR: 1.299
SNIP: 1.605
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.2
SJR: 1.218
SNIP: 1.195
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

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.

2.791

33% from 2018

Impact factor for Critical Studies in Education from 2016 - 2019
Year Value
2019 2.791
2018 2.106
2017 2.08
2016 1.347
graph view Graph view
table view Table view

5.1

31% from 2019

CiteRatio for Critical Studies in Education from 2016 - 2020
Year Value
2020 5.1
2019 3.9
2018 4.3
2017 2.9
2016 3.8
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 33% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 31% 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.

1.364

22% from 2019

SJR for Critical Studies in Education from 2016 - 2020
Year Value
2020 1.364
2019 1.119
2018 2.206
2017 1.019
2016 1.909
graph view Graph view
table view Table view

2.32

28% from 2019

SNIP for Critical Studies in Education from 2016 - 2020
Year Value
2020 2.32
2019 1.819
2018 1.557
2017 1.35
2016 2.175
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 22% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 28% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Critical Studies in Education

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Taylor and Francis

Critical Studies in Education

Approved by publishing and review experts on SciSpace, this template is built as per for Critical Studies in Education formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 16 Jul 2020 and has been used by 724 authors to write and format their manuscripts to this journal.

Education

Social Sciences

i
Last updated on
16 Jul 2020
i
ISSN
1750-8487
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Impact Factor
High - 2.06
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, 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. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/17508487.2013.776990
The neoliberal cascade and education: an essay on the market agenda and its consequences
Raewyn Connell1

Abstract:

Education has been powerfully affected by the rise of a neoliberal political, economic and cultural agenda The Australian experience since the 1980s is outlined Educators need to understand neoliberalism, and also to think about the nature of education itself, as a social process of nurturing capacities for practice Education... Education has been powerfully affected by the rise of a neoliberal political, economic and cultural agenda The Australian experience since the 1980s is outlined Educators need to understand neoliberalism, and also to think about the nature of education itself, as a social process of nurturing capacities for practice Education itself cannot be commodified; but access to education can be Markets require a rationing of education, and the creation of hierarchies and mechanisms of competition Hence, the redefinition of schools and universities as firms, and the striking revival of competitive testing, as well as the expansion of public funding of private schools Teachers are placed under performative pressures that tend to narrow the curriculum in schools, and make the sector's workforce more insecure Even the knowledge base of education is impacted, with technicization of professional knowledge and a growth of cultural fakery around education Bases for alternatives exist, but have not yet found instit read more read less

Topics:

Curriculum (53%)53% related to the paper, Neoliberalism (53%)53% related to the paper, Accountability (51%)51% related to the paper
658 Citations
Journal Article DOI: 10.1080/17508481003731026
Policy borrowing, policy learning: testing times in Australian schooling
Bob Lingard1

Abstract:

This paper provides a contextualised and critical policy analysis of the Rudd government's national schooling agenda in Australia. The specific focus is on the introduction of national literacy and numeracy testing and the recent creation by the Australian Curriculum, Assessment and Reporting Authority of the website ‘My Scho... This paper provides a contextualised and critical policy analysis of the Rudd government's national schooling agenda in Australia. The specific focus is on the introduction of national literacy and numeracy testing and the recent creation by the Australian Curriculum, Assessment and Reporting Authority of the website ‘My School’, which lists the results of these tests for all Australian schools, including school performance against averages and against the performance of 60 other socio-economically ‘like-schools’ across the nation. It is argued that we are seeing the emergence of a national system of schooling (including national curriculum) as part of the reconstitution of the nation in the face of globalization and related economisation of education policy. This is the case despite Australia's federal political structure with the States holding the ostensible Constitutional responsibility for schooling. The analysis locates these and associated developments (a national schooling policy ensemble) within ... read more read less

Topics:

Australian Curriculum (62%)62% related to the paper, National curriculum (60%)60% related to the paper, Education policy (58%)58% related to the paper, Policy analysis (55%)55% related to the paper, Literacy (53%)53% related to the paper
529 Citations
Journal Article DOI: 10.1080/17508487.2013.740678
Care of the self, resistance and subjectivity under neoliberal governmentalities
Stephen J. Ball1, Antonio Olmedo1

Abstract:

Resistance is normally thought of as a collective exercise of public political activity. In this article, Ball and Olmedo approach the question of resistance in a different way, through Foucault's notion of ‘the care of the self’. Neoliberal reforms in education are producing new kinds of teaching subjects, new forms of subje... Resistance is normally thought of as a collective exercise of public political activity. In this article, Ball and Olmedo approach the question of resistance in a different way, through Foucault's notion of ‘the care of the self’. Neoliberal reforms in education are producing new kinds of teaching subjects, new forms of subjectivity. It makes sense then that subjectivity should be the terrain of struggle, the terrain of resistance. A set of e-mail exchanges with teachers, based around Ball's work on performativity, enable the authors to access the work of power relations through the uncertainties, discomforts and refusals that these teachers bring to their everyday practice. By acting ‘irresponsibly’, these teachers take ‘responsibility’ for the care of their selves and in doing so make clear that social reality is not as inevitable as it may seem. This is not strategic action in the normal political sense. Rather it is a process of struggle against mundane, quotidian neoliberalisations, that creates the ... read more read less

Topics:

Subjectivity (57%)57% related to the paper, Performativity (51%)51% related to the paper, Social reality (50%)50% related to the paper
440 Citations
Journal Article DOI: 10.1080/17508480902998421
Good teachers on dangerous ground: towards a new view of teacher quality and professionalism
Raewyn Connell1

Abstract:

Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-t... Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself. read more read less

Topics:

Teacher education (60%)60% related to the paper, Servant (50%)50% related to the paper
View PDF
386 Citations
Journal Article DOI: 10.1080/17508487.2014.949811
Control by numbers: new managerialism and ranking in higher education
Kathleen Lynch1

Abstract:

This paper analyses the role of rankings as an instrument of new managerialism. It shows how rankings are reconstituting the purpose of universities, the role of academics and the definition of what it is to be a student. The paper opens by examining the forces that have facilitated the emergence of the ranking industry and t... This paper analyses the role of rankings as an instrument of new managerialism. It shows how rankings are reconstituting the purpose of universities, the role of academics and the definition of what it is to be a student. The paper opens by examining the forces that have facilitated the emergence of the ranking industry and the ideologies underpinning the so-called ‘global’ university rankings. It demonstrates how rankings are a part of politically inspired, performativity-led mode of governance, designed to ensure that universities are aligned with market values through systems of intensive auditing. It interrogates how the seemingly objective character of rankings, in particular the use of numbers, creates a facade of certainty that make them relatively unassailable: numerical ordering gives the impression that what is of value in education can be measured numerically, hierarchically ordered and incontrovertibly judged. The simplicity and accessibility of numerical rankings deflects attention from their... read more read less

Topics:

Managerialism (52%)52% related to the paper, Ranking (52%)52% related to the paper
View PDF
208 Citations
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Frequently asked questions

1. Can I write Critical Studies in Education in LaTeX?

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

2. Do you follow the Critical Studies in Education guidelines?

Yes, the template is compliant with the Critical Studies in Education 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 Critical Studies in Education?

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 Critical Studies in Education citation style.

4. Can I use the Critical Studies in Education 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 Critical Studies in Education.

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

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

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

7. Where can I find the template for the Critical Studies in Education?

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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.

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SciSpace's Critical Studies in Education 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 Critical Studies in Education?

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

12. Is Critical Studies in Education'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 Critical Studies in Education?

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 Critical Studies in Education. 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 Critical Studies in Education?

The 5 most common citation types in order of usage for Critical Studies in Education 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 Critical Studies in Education?

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16. Can I download Critical Studies in Education 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 Critical Studies in Education Endnote style according to Elsevier guidelines.

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