Scandinavian Journal of Educational Research Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

The Scandinavian Journal of Educational Research is an international refereed journal focusing on central ideas and themes in educational thinking and research. The journal welcomes reports on philosophical, historical, comparative, experimental and survey studies and has no preferences - except quality - concerning the authors' choices of methodological perspectives. It also encourages scholarly discussions on vital concepts, new issues and themes of importance for education in the future. The journal sells to over fifty countries and is abstracted and indexed in over fifteen current awareness titles. In 1996 the journal celebrated its 40th anniversary by holding a gathering of all former editors and editorial board members in Stockholm.

Current impact factor: 0.27

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.4

Additional details

5-year impact 0.00
Cited half-life 8.80
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Scandinavian Journal of Educational Research website
Other titles Scandinavian journal of educational research (Online)
ISSN 0031-3831
OCLC 45090750
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In traditional classrooms, a textbook was often the only source of knowledge available; in stark contrast, today’s classrooms have an almost infinite number of knowledge sources available through the Internet. Nevertheless, a range of studies confirm that students systematically tend to favor the online encyclopedia Wikipedia in their school-related literacy practices. The present study investigates this tendency among students in upper secondary school (aged 18-19 years), using a survey with multiple choice and open-ended questions. The main finding suggests that students favor Wikipedia because the site provides them with exactly what they need, being fast, flexible, and easy to use. At the same time, students are aware of most credibility issues associated with Wikipedia. A suggested discrepancy between students’ positive attitudes to including Wikipedia in their school-related literacy practices, and their teachers’ lack of approval of this particular knowledge source, is addressed in the discussion.
    Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066428
  • [Show abstract] [Hide abstract]
    ABSTRACT: Collective approaches to practice development are increasingly common in the teaching profession. Such initiatives frequently involve groups of teachers taking responsibility for introducing, sharing and developing new pedagogical resources and for aiding their integration into existing practices. This article explores teachers’ knowledge work as a component of collective practice development, and investigates how engagement with knowledge is constructed in different school environments. Drawing on research that followed an Assessment for Learning (AfL) project in a Norwegian city, the article examines how two groups of lower secondary teachers worked to support the introduction and development of AfL resources at their respective schools. The analysis reveals how their knowledge work was framed in different ways through available organisational roles and resources, and discusses the implications for initiatives aimed at collective practice development at the school level.
    Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066433
  • Tony Burner
    Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066430
  • Petra Angervall · Jan Gustafsson
    Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066432
  • Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066425
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of words to be trained and a set of nontrained control words. The two teaching methods yielded no significant differences for the trained words, but the WG participants performed better than the TS participants on the non-trained words. An analysis of the dependencies between the trained words and non-trained words suggested that the participants of the WG program, in contrast to the TS students, profited from a transfer effect that resulted in augmented scores on the non-trained words.
    Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066435
  • Scandinavian Journal of Educational Research 08/2015; DOI:10.1080/00313831.2015.1066427
  • Scandinavian Journal of Educational Research 07/2015; DOI:10.1080/00313831.2015.1062413
  • [Show abstract] [Hide abstract]
    ABSTRACT: National Day, or Constitution Day, in Norway, May 17, is often referred to as Children's Day. On this day, thousands of young Norwegian students march in parades and participate in celebrations in schoolyards and similar meeting places. Some students are selected to give speeches, performed in front of family members, neighbors, classmates, and most often teachers and the school principal. We analyzed 30 speech manuscripts, 12 from 2011 and 18 from 2012, and examined how the Constitution is expressed by a selection of topoi. The present study is the first one to examine how students engage in the constitution by giving speeches. Thus, our paper provides new insights into contemporary conceptions about the Constitution, as well as how students act in terms of school, society, and democracy.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1017837
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1024162
  • [Show abstract] [Hide abstract]
    ABSTRACT: Prevention in School (PS) is a comprehensive program which aims to improve the learning climate and reduce problem behavior in elementary schools. Core components are teaching of school rules, praise and rewards to support prosocial behavior, and a forum involving parents. This trial investigated the effects of PS on its intended outcomes, and includes 23 schools, 3,207 students, and 188 teachers. Multilevel regression analyses indicated no program effects two years after the start of the program. Problems with program components, implementation and study limitations may have contributed to the null findings. The lessons learned may be used to guide program revisions, and are important to consider in future attempts to implement and evaluate similar school interventions in a Swedish context.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1024164
  • [Show abstract] [Hide abstract]
    ABSTRACT: Education systems around the world have experienced a rise in the number of newly arrived students. This article explores the manner in which the Swedish education system responds to the diverse needs of these students. Using the concept of post-migration ecology, the authors outline and critically discuss the legal, organisational, and pedagogical responses that make up the educational landscape and structures of post-migration opportunity. The authors point to the emergence of a parallel educational structure and a deficit model in relation to newly arrived students and argue for a shift in perspective to one that recognises individual needs and resources. At stake in such a shift are not only the educational careers of newly arrived students, but also the realisation of the Swedish school system's stated goals of social solidarity and equity.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1024160
  • [Show abstract] [Hide abstract]
    ABSTRACT: Finland has been celebrated as a country where everyone has the possibility to educate themselves and to get ahead in life through education. However, social differences of educability continue to persist and social differences of employability are further construed in the neo-liberal market economy. In this article we will examine 2 adult graduates’ educational and working life histories based on an 8-year qualitative follow-up study. Lisa with a working-class background and Henri from a middle-class family have both graduated from general upper-secondary school for adults and also accomplished higher education degrees in adulthood. Lisa and Henri's cases show how class and gender, as well as age, intertwine in the construction of educability and employability in different narrative environments. Based on our analysis, academic education may turn out as a broken promise instead of a great salvation with good occupational prospects for individuals like Lisa with a working-class background.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1017839
  • Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1024163
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this study, Swedish teachers of grades 1-3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1024734
  • [Show abstract] [Hide abstract]
    ABSTRACT: Previous research on how students’ acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews.
    Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1018318