Educational Research and Evaluation

Aims & Scope

Educational Research and Evaluation is a fully refereed international journal publishing original academic articles that promote educational processes and outcomes that are both well-informed and evidence-based.

The journal is deliberately multi-disciplinary and broad in its scope, and addresses rigorous research and evaluation at all levels, and in all sectors and ages of education.

The journal publishes papers which report results of: original research and evaluation studies; secondary analyses of existing (international) data sets; meta-analyses and reviews synthesizing evidence and guidelines for practice.

Educational Research and Evaluation also invites articles about the use and evaluation of evidence in practice, theoretical, conceptual, methodological and substantive issues in research and evaluation, as well as position papers related to issues about evidence-based education.

The journal has a strong record of publishing Special Issues and the Co-Editors welcome suggestions for future editions dedicated to a particular theme.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	3.3
2024	2.30

Journal Rank

Year	Value
2024	10674

Journal Citation Indicator

Year	Value
2024	116

SJR (SCImago Journal Rank)

Year	Value
2024	0.545

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	48

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Translanguaging: origins and development from school to street and beyond

  Citation: 532

  Authors: Gwyn, Bryn, Colin

• A Review of Methods for Missing Data

  Citation: 436

  Authors: Therese D.

• Translanguaging: developing its conceptualisation and contextualisation

  Citation: 404

  Authors: Gwyn, Bryn, Colin

• Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project

  Citation: 322

  Authors: Mary Kay, Suzanne

• Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value

  Citation: 215

  Authors: Gabriel, Ulrich, Jürgen, Olaf, Jessica

• Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching

  Citation: 200

  Authors: Manuela

• Metacognition and Self-Regulated Learning Constructs

  Citation: 191

  Authors: Rayne A., Bruce C., Richard, Nelson

• The gap between educational research and practice: A literature review, symposium, and questionnaire

  Citation: 188

  Authors: Hein, Bernadette

• A systematic review of the teacher expectation literature over the past 30 years

  Citation: 178

  Authors: Shengnan, Christine M., Kane

• Home literacy environments and children's reading performance: a comparative study of 25 countries

  Citation: 175

  Authors: Hyunjoon

---