AMERICAN EDUCATIONAL RESEARCH JOURNAL美国教育研究杂志
AMERICAN EDUCATIONAL RESEARCH JOURNAL(英文缩写 AM EDUC RES J),ISSN 0002-8312,eISSN 1935-1011,中文译名:美国教育研究杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 4.503 | Q1 |
| 2022 | 3.600 | Q1 |
| 2023 | 3.500 | Q1 |
| 2024 | 3.600 | Q1 |
| 2025 | 3.800 | Q1 |
AMERICAN EDUCATIONAL RESEARCH JOURNAL 最新收录文献
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1. Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration.
1. 在校时间：概念框架、因果研究综合与实证探索PMID:日期:2024-05-30We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a clear positive effect of additional time on student achievement typically of small to medium magnitude depending on dosage, use, and context. Further descriptive analyses reveal how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States. Finally, our case study of time loss in one urban district demonstrates the potential to substantially increase instructional time within existing constraints.
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2. Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice.
2. 对所有人都有恢复性吗？恢复性司法下的种族比例失调与学校纪律PMID:日期:2021-12-15该文献暂无摘要。
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3. Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers.
PMID:日期:2021-12-13Half of kindergarten teachers split children into higher and lower ability groups for reading or math. In national data, we predicted kindergarten ability group placement using linear and ordinal logistic regression with classroom fixed effects. In fall, test scores were the best predictors of group placement, but there was bias favoring girls, high-SES (socioeconomic status) children, and Asian Americans, who received higher placements than their scores alone would predict. Net of SES, there was no bias against placing black children in higher groups. By spring, one third of kindergartners moved groups, and high-SES children moved up more than their score gains alone would predict. Teacher-reported behaviors (e.g., attentiveness, approaches to learning) helped explain girls' higher placements, but did little to explain the higher placements of Asian American and high-SES children.
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4. Students' Sense Making of Higher Education Policies During the Vertical Transfer Process.
PMID:日期:2021-04-10More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate betweenmultiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students' approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students' transfer outcomes.
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5. "I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.
PMID:日期:2020-05-12Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the "work" of teachers is conceptualized and researched.
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6. It's Who You Know: The Role of Social Networks in a Changing Labor Market.
6. 重要的是你认识谁：社会网络在不断变化的劳动力市场中的作用PMID:日期:2019-10-09Teacher labor markets are evolving across the United States. The rise of charter schools, alternative teacher certification, and portfolio districts are transforming teachers' access to employment, changing the way they search for and apply for jobs, and may also change the role that social networks play in the job search. However, we know little about how teachers use their networks to find jobs, particularly in increasingly fragmented local labor markets. We draw on interviews with 127 teachers in three districts chosen to reflect an increasing presence of charter schools: New Orleans, Detroit, and San Antonio. We find that the extent of fragmentation in a city's labor market drives the use of networks, with important implications for job access and equity.
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7. Extracurricular Settings as a Space to Address Sociopolitical Crises: The Case of Discussing Immigration in Gender-Sexuality Alliances Following the 2016 U.S. Presidential Election.
7. 课外环境作为应对社会政治危机的空间：2016年美国总统大选后性别-性取向联盟中讨论移民问题的案例PMID:日期:2019-04-02School-based extracurricular settings could promote dialogue on sociopolitical crises. We considered immigration discussions within Gender-Sexuality Alliances (GSAs), which address multiple systems of oppression. Among 361 youth and 58 advisors in 38 GSAs (19 in 2016-2017/Year 1; 19 in 2017-2018/Year 2), youth in Year 1 reported increased discussions from baseline throughout the remaining school year; differences were non-significant in Year 2. In both years, youth reporting greater self-efficacy to promote social justice, and GSAs with advisors reporting greater self-efficacy to address culture, race, and immigration discussed immigration more over the year (adjusting for baseline). In interviews, 38 youth described circumstances promoting or inhibiting discussions: demographic representation, open climates, critical reflection, fear or consequences of misspeaking, discomfort, agenda restrictions, and advisor roles.
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8. Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?
8. 幼儿园阶段的高级内容覆盖：学业成绩与社会情感技能之间是否存在权衡？PMID:日期:2019-01-04Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children's social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children's social-emotional skills.
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9. Greater Engagement Among Members of Gay-Straight Alliances: Individual and Structural Contributors.
9. 同性恋与异性恋联盟成员参与度更高：个体与结构因素分析PMID:日期:2016-10-23Using youth program models to frame the study of Gay-Straight Alliances (GSAs), we identified individual and structural predictors of greater engagement in these settings with a cross-sectional sample of 295 youth in 33 GSAs from the 2014 Massachusetts GSA Network Survey (69% LGBQ, 68% cisgen-der female, 68% White, = 16.07). Multilevel modeling results indicated that members who perceived more support/socializing from their GSA, had more LGB friends, were longer serving members, and were in GSAs with more open and respectful climates reported greater engagement. Further, there was a curvilinear association between organizational structure in the GSA and engagement: Perceptions of more structure were associated with greater engagement to a point, after which greater structure was related to less engagement.
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10. Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9.
10. 初中课外参与对九年级学业动机和成绩的影响PMID:日期:2016-07-30We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting controlled for potential confounders in all analyses. Delayed (Grade 8 only) and continuous participation (Grades 7 and 8) in sports predicted competence beliefs and valuing education; delayed and continuous participation in performance arts/clubs predicted teacher-rated engagement and letter grades. Benefits of participation were similar across gender and ethnicity; however, Latino youth were least likely to participate in extracurricular activities. Implications for reducing ethnic and income disparities in educational attainment are discussed.