Journal Report

Educational Research for Policy and Practice

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Journal Information
Journal Title
Educational Research for Policy and Practice
Publisher
ISSN
1573-1723
E-ISSN
1570-2081
Database
ERIH PLUS
Domain
Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
The impact of modified University Entrance Requirements on exit rates for undergraduate students
Sarah Tumen-Randal, John Randal, Boaz Shulruf
2026-10-25
DOI: 10.1007/s10671-026-09430-4
Teachers’ emotional engagement, differences and overlaps across generations. A distinction between the perspective of experience and the strong engagement of novices
Juan José Marrero-Galván, Miguel Ángel Negrín-Medina, Abraham Bernárdez-Gómez et al.
2026-10-17
DOI: 10.1007/s10671-026-09429-x
Combining multiple and boosting regression analyses to identify factors predicting achievements on mathematics national assessments
Daniel Doz, Bor Bregant
2026-10-12
DOI: 10.1007/s10671-026-09428-y
Teachers’ assessment literacy and student science achievement: insights from multilevel analysis of TIMSS data
Fidelis Chinedu Onwunyili, Huang Sijia, Adam Maltese
2026-9-16
DOI: 10.1007/s10671-026-09427-z
Navigating constraints: a model for equitable teacher professional development in resource-limited K-12 systems
Zahraossadat Mirsanjari
2026-8-18
DOI: 10.1007/s10671-026-09426-0
Literacy support in focus: perspectives and practices from around the world
Jason Loh, Ju-Chuan Huang
2026-6-9
DOI: 10.1007/s10671-026-09425-1
Analogue and digital literacy practices to promote multilingual literacies in preschool in Luxembourg
Claudine Kirsch
2026-6-1
DOI: 10.1007/s10671-026-09424-2
Knowledge building scaffolds: sentence starters or epistemic markers
Chew Lee Teo
2026-5-25
DOI: 10.1007/s10671-026-09418-0
Tailored literacy support: insights from award-winning teachers’ approaches
Jason Loh, Kiren Kaur, Dennis Yeo
2026-4-22
DOI: 10.1007/s10671-026-09421-5
Supporting multilingual learners’ literacy learning in Canadian classrooms: teacher perspectives and practices
Guofang Li, Zhen Lin
2026-4-10
DOI: 10.1007/s10671-026-09422-4
Articles retrieved from Crossref.
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Printed: October 26, 2026 00:48