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: 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
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    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
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    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
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    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
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    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
  • Scandinavian Journal of Educational Research 04/2015; DOI:10.1080/00313831.2015.1024163
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    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
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    ABSTRACT: Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes for students with ID were filmed, and the teachers were interviewed in connection with the lessons. A qualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students.
    Scandinavian Journal of Educational Research 03/2015; DOI:10.1080/00313831.2015.1017836
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    ABSTRACT: This paper investigates whether social origin has an impact on graduation age among university students. A large number of social background factors are applied on a large data set of 4 successive cohorts of Danish university graduates born 1960-1975. These are cohorts for whom university attendance increased steeply. Contrary to recent findings on educational attainment in Scandinavia, the analyses show that the economic capital of the family of origin plays a somewhat greater role than does the cultural capital of the family of origin for getting their offspring through higher education on schedule. The impact of cultural capital decreases across cohorts, but the impact of economic capital is fairly constant.
    Scandinavian Journal of Educational Research 02/2015; DOI:10.1080/00313831.2014.996597
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    ABSTRACT: The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from the TALIS 2008 study show that Icelandic teachers are below international averages regarding joint teaching and supporting each other. Findings from this action research study showed signs of an emerging collaborative structure among some teams but also a lack of feedback among peers. Teachers expressed difficulty in putting into practice their growing sense of professionalism. The research findings suggest that peer coaching should be supported to encourage staff to engage in critical reflection and transforming practice.
    Scandinavian Journal of Educational Research 02/2015; DOI:10.1080/00313831.2014.996595
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    ABSTRACT: This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding—a key process involved in collaborative problem solving—that has received minimal attention in the extant literature. In line with this goal, we adopted the learning study approach, which highlights the application of a theory in research lessons. Multiple data sources were drawn upon to construct a narrative description of four consecutive meetings, detailing challenges and turning points that teachers experienced while engaged in collaborative problem finding, and how the process was facilitated by developing shared understandings of the complexity of possible curricular problems and establishing a common ground amongst teachers. Other modes of action and factors that can facilitate the process of collaborative problem finding are also presented.
    Scandinavian Journal of Educational Research 02/2015; DOI:10.1080/00313831.2014.996596
  • Scandinavian Journal of Educational Research 01/2015; DOI:10.1080/00313831.2014.996592
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    ABSTRACT: The high value accorded to the research-based development of education in higher education communities means that researchers in the field have an important role in determining the foci of such efforts. However, it is important to ask whether higher education research is providing answers that satisfy practical educational needs. In this study, themes in higher education research published in Finland during 2000–2008 were compared to those addressed in non-refereed writings published by higher education teachers and students. The thematic analyses, (n = 1,298) focusing on topics related to learning, studying, and their promotion revealed the need for a broader life-wide framework for developing student-centred pedagogy and guidance practices in higher education.
    Scandinavian Journal of Educational Research 01/2015; 59(1). DOI:10.1080/00313831.2013.838696
  • Scandinavian Journal of Educational Research 01/2015;
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    ABSTRACT: With a point of departure in the concept of democracy, this article aims to show how Swedish Popular Adult Education influenced the content of the established school system in Sweden. The Popular Adult Education and established school systems are studied through their relation to democracy, based on curricula, as well as on visionary and political steering documents. In accordance with conceptual history, the study shows how Popular Adult Education and the established school, with their different spaces of experience and references to separate traditions, gradually became accommodated through a common horizon of expectations about the importance of democracy. When this coalescence appeared, an administrative shift could be identified and the Popular Adult Education Movement was partially disarmed.
    Scandinavian Journal of Educational Research 01/2015; 59(1). DOI:10.1080/00313831.2013.838697
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    ABSTRACT: The present study concerns Swedish teachers' practices with regard to individual development plans (IDPs), which are mandatory for all students in compulsory school. The conceptual points of departure are taken from Wartofsky's distinctions between primary, secondary, and tertiary artifacts and the concepts of inscription and translation. A total of 15 interviews were carried out with teachers at various stages of Swedish compulsory school grade levels. A typology of three qualitatively different ways of perceiving and working with IDP emerged. The ways in which teachers implement the use of IDPs—that is, their IDP practices—vary depending on perceived purpose and local contextual conditions. In the discussion section, it is argued that the creation of a typology as a way of categorizing practices should be viewed as a way of conceptually generalizing the empirical material. Finally, the results are problematized in terms of the possible implications different practices may have for students.
    Scandinavian Journal of Educational Research 01/2015; 59(1). DOI:10.1080/00313831.2013.840676