Educational Researcher

Aims & Scope

Educational Researcher publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines.

ER aims to make major programmatic research and new findings of broad importance widely accessible.

It is published nine times per year.

ER encourages submissions of three types of research articles—feature articles, reviews/essays, and briefs.

Technical comments may also be submitted.

In addition, ER publishes commentary articles under the demarcations of policy forum, letters, and books et al.

ER encourages submissions of three types of research articles—feature articles, reviews/essays, and briefs.

Technical comments may also be submitted.

In addition, ER publishes commentary articles under the demarcations of policy forum, letters, and books et al.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	4.9

Journal Rank

Year	Value
2024	794

Journal Citation Indicator

Year	Value
2024	1428

SJR (SCImago Journal Rank)

Year	Value
2024	2.835

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	158

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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

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Subjects & Keywords

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

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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.

• Those Who Understand: Knowledge Growth in Teaching

  Citation: 9140

  Authors: LEE S.

• Situated Cognition and the Culture of Learning

  Citation: 6223

  Authors: John Seely, Allan, Paul

• Mixed Methods Research: A Research Paradigm Whose Time Has Come

  Citation: 4458

  Authors: R. Burke, Anthony J.

• Primary, Secondary, and Meta-Analysis of Research

  Citation: 3005

  Authors: GENE V

• Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

  Citation: 2718

  Authors: Laura M.

• Stories of Experience and Narrative Inquiry

  Citation: 2260

  Authors: F. Michael, D. Jean

• Culturally Sustaining Pedagogy

  Citation: 2206

  Authors: Django

• Professional Development and Teacher Learning: Mapping the Terrain

  Citation: 2173

  Authors: Hilda

• On Two Metaphors for Learning and the Dangers of Choosing Just One

  Citation: 1944

  Authors: Anna

• Design Experiments in Educational Research

  Citation: 1918

  Authors: Paul, Jere, Andrea, Richard, Leona

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