Example of Journal of Research on Educational Effectiveness format
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Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format
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Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format Example of Journal of Research on Educational Effectiveness format
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open access Open Access ISSN: 19345747 e-ISSN: 19345739
recommended Recommended

Journal of Research on Educational Effectiveness — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #55 of 1319 up up by 146 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 120 Published Papers | 705 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 03/06/2020
Insights & related journals
General info
Top papers
Popular templates
Get started guide
Why choose from SciSpace
FAQ

Journal Performance & Insights

  • Impact Factor
  • CiteRatio
  • SJR
  • SNIP

Impact factor 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.

3.375

36% from 2018

Impact factor for Journal of Research on Educational Effectiveness from 2016 - 2019
Year Value
2019 3.375
2018 2.485
2017 1.41
2016 1.31
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 36% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

CiteRatio is a measure of average citations received per peer-reviewed paper published in the journal.

5.9

18% from 2019

CiteRatio for Journal of Research on Educational Effectiveness from 2016 - 2020
Year Value
2020 5.9
2019 5.0
2018 3.8
2017 2.6
2016 2.3
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 18% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR) measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

2.212

15% from 2019

SJR for Journal of Research on Educational Effectiveness from 2016 - 2020
Year Value
2020 2.212
2019 2.591
2018 2.53
2017 1.013
2016 1.616
graph view Graph view
table view Table view

insights Insights

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

Source Normalized Impact per Paper (SNIP) measures actual citations received relative to citations expected for the journal's category.

2.09

8% from 2019

SNIP for Journal of Research on Educational Effectiveness from 2016 - 2020
Year Value
2020 2.09
2019 2.279
2018 1.536
2017 0.954
2016 1.833
graph view Graph view
table view Table view

insights Insights

  • SNIP of this journal has decreased by 8% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

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Journal of Research on Educational Effectiveness

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Taylor and Francis

Journal of Research on Educational Effectiveness

Approved by publishing and review experts on SciSpace, this template is built as per for Journal of Research on Educational Effectiveness formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 03 Jun 2020 and has been used by 491 authors to write and format their manuscripts to this journal.

Education

Social Sciences

i
Last updated on
03 Jun 2020
i
ISSN
1934-5747
i
Impact Factor
High - 1.772
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
i
Citation Type
Numbered
[25]
i
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

open accessOpen access Journal Article DOI: 10.1080/19345747.2011.618213
Why we (usually) don't have to worry about multiple comparisons
Andrew Gelman1, Jennifer Hill2, Masanao Yajima3

Abstract:

Applied researchers often find themselves making statistical inferences in settings that would seem to require multiple comparisons adjustments. We challenge the Type I error paradigm that underlies these corrections. Moreover we posit that the problem of multiple comparisons can disappear entirely when viewed from a hierarch... Applied researchers often find themselves making statistical inferences in settings that would seem to require multiple comparisons adjustments. We challenge the Type I error paradigm that underlies these corrections. Moreover we posit that the problem of multiple comparisons can disappear entirely when viewed from a hierarchical Bayesian perspective. We propose building multilevel models in the settings where multiple comparisons arise. Multilevel models perform partial pooling (shifting estimates toward each other), whereas classical procedures typically keep the centers of intervals stationary, adjusting for multiple comparisons by making the intervals wider (or, equivalently, adjusting the p values corresponding to intervals of fixed width). Thus, multilevel models address the multiple comparisons problem and also yield more efficient estimates, especially in settings with low group-level variation, which is where multiple comparisons are a particular concern. read more read less

Topics:

Multiple comparisons problem (56%)56% related to the paper, Multilevel model (51%)51% related to the paper
View PDF
876 Citations
Journal Article DOI: 10.1080/19345740802539200
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis
Amy M. Elleman1, Endia J. Lindo2, Paul Morphy1, Donald L. Compton1

Abstract:

A meta-analysis of vocabulary interventions in grades pre-K to 12 was conducted with 37 studies to better understand the impact of vocabulary on comprehension. Vocabulary instruction was found to be effective at increasing students' ability to comprehend text with custom measures (d = 0.50), but was less effective for standar... A meta-analysis of vocabulary interventions in grades pre-K to 12 was conducted with 37 studies to better understand the impact of vocabulary on comprehension. Vocabulary instruction was found to be effective at increasing students' ability to comprehend text with custom measures (d = 0.50), but was less effective for standardized measures (d = 0.10). When considering only custom measures, and controlling for method variables, students with reading difficulties (d = 1.23) benefited more than three times as much as students without reading problems (d = 0.39) on comprehension measures. Gains on vocabulary measures, however, were comparable across reading ability. In addition, the correlation of vocabulary and comprehension effects from studies reporting both outcomes was modest (r = .43). read more read less

Topics:

Vocabulary (64%)64% related to the paper, Reading comprehension (63%)63% related to the paper, Vocabulary development (56%)56% related to the paper, Comprehension (52%)52% related to the paper
View PDF
374 Citations
Journal Article DOI: 10.1080/19345740802400072
Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions
Howard S. Bloom1, Carolyn J. Hill2, Alison Black1, Mark W. Lipsey3

Abstract:

Two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions are explored. The first approach characterizes the natural developmental progress in achievement made by students from one year to the next as effect sizes. Data for seven nationally standardized achieveme... Two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions are explored. The first approach characterizes the natural developmental progress in achievement made by students from one year to the next as effect sizes. Data for seven nationally standardized achievement tests show large annual gains in the early elementary grades followed by gradually declining gains in later grades. A given intervention effect will therefore look quite different when compared to the annual progress for different grade levels. The second approach explores achievement gaps for policy-relevant subgroups of students or schools. Data from national- and district-level achievement tests show that, when represented as effect sizes, student gaps are relatively small for gender and much larger for economic disadvantage and race/ethnicity. For schools, the differences between weak schools and average schools are surprisingly modest when expressed as student-level e... read more read less

Topics:

Achievement test (59%)59% related to the paper, Academic achievement (58%)58% related to the paper
View PDF
296 Citations
open accessOpen access Journal Article DOI: 10.1080/19345747.2016.1232459
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
Drew H. Bailey1, Greg J. Duncan1, Candice L. Odgers2, Winnie Yu

Abstract:

Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, tha... Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environments. We argue that skill-building interventions should target "trifecta" skills - ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention. Successful foot-in-the-door interventions equip a child with the right skills or capacities at the right time to avoid imminent risks (e.g., grade failure or teen drinking) or seize emerging opportunities (e.g., entry into honors classes). The sustaining environments perspective views high quality of environments subsequent to the completion of the intervention as crucial for sustaining early skill gains. These three perspectives generate both complementary and competing hypotheses regarding the nature, timing and targeting of interventions that generate enduring impacts. read more read less

Topics:

Psychological intervention (52%)52% related to the paper, Cognitive skill (52%)52% related to the paper, Poison control (51%)51% related to the paper
View PDF
275 Citations
open accessOpen access Journal Article DOI: 10.1080/19345740903167042
Generating knowledge of academic language among urban middle school students
Catherine E. Snow1, Joshua Fahey Lawrence1, Claire White1

Abstract:

A quasi-experimental study of a novel, cross-content area vocabulary intervention program called Word Generation showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the... A quasi-experimental study of a novel, cross-content area vocabulary intervention program called Word Generation showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not the comparison, schools showed greater growth than the English-only students. Improvement on the curriculum-specific test predicted performance on the Massachusetts Comprehensive Assessment System (MCAS) English language arts assessment, again only for students in the treatment schools. Recognizing the need to implement a more rigorous experimental study of this program, nonetheless we conclude that participation in the intervention, with its focus on deep reading, comprehension of current-events topics, productive classroom discussion, developing arguments, and producing persuasive essays, was a plausible contributor to student performance on the MCAS. read more read less

Topics:

Massachusetts Comprehensive Assessment System (61%)61% related to the paper, Reading comprehension (54%)54% related to the paper, Vocabulary (53%)53% related to the paper, Program evaluation (52%)52% related to the paper, Test (assessment) (51%)51% related to the paper
View PDF
252 Citations
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Journal of Research on Educational Effectiveness format uses Taylor and Francis Custom Citation citation style.

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Frequently asked questions

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One little Google search can get you the Word template for any journal. However, why do you need a Word template when you can write your entire manuscript on SciSpace, autoformat it as per Journal of Research on Educational Effectiveness's guidelines and download the same in Word, PDF and LaTeX formats? Try us out!.

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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 those factors the review board, rejection rates, frequency of inclusion in indexes, Eigenfactor, etc. You must assess all the factors and then take the final call.

SHERPA/RoMEO Database

We have extracted this data from Sherpa Romeo to help our researchers understand the access level of this journal. The following table indicates the level of access a journal has as per Sherpa Romeo 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.

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S. No. Citation Style Type
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SciSpace would allow download of your references in Journal of Research on Educational Effectiveness Endnote style, according to taylor-and-francis guidelines.

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