Education 3-13 - International Journal of Primary, Elementary and Early Years Education is the major international publication of the Association for the Study of Primary Education (ASPE). The defining feature of the journal is that it aims to publish refereed articles representing the highest quality research and analysing practice relating to children between the ages of 3-13, both in the UK and internationally. It should be noted, however, that whilst the submission of items relating to pre-school and the transfer to secondary education are encouraged, the central focus of the journal is on primary education and articles addressing that phase are especially welcomed. Education 3-13 will be of interest to academics, students, teachers and advisers who seek perspectives on early years, primary and middle schooling. The Journal seeks to provide an avenue for the publication of research that will help to develop policy and practice in primary education and will also assist practitioners by providing helpful and stimulating ways of viewing what they do, or might do. The Journal welcomes submissions on all aspects of primary education in the form of articles that report original research, analyse practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Illustrations, tables, figures, photos and examples of children's work are welcomed.
Membership of ASPE includes a subscription to Education 3-13 - International Journal of Primary, Elementary and Early Years Education. For information on how to join ASPE, please visit www.aspe-uk.eu
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Journal metrics
Usage
444K annual downloads/views
Citation metrics
0.9 (2023) Impact Factor
1.0 (2023) 5 year IF
2.5 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
0.827 (2023) SNIP
0.407 (2023) SJR
Speed/acceptance
13 days avg. from submission to first
decision
13 days avg. from submission to first
post-review decision
12 days avg. from acceptance to online
publication
40% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Professor Mark Brundrett - Liverpool John Moores University, UK
Editors:
Dr Paul Adams - Strathclyde University, UK Dr Elizabeth Malone - Manchester Metropolitan University, UK Dr Peter Wood - Liverpool John Moores University, UK
Deputy Editors for Special Issues:
Special issues of the journal are developed and managed by the Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP) at the UCL Institute of Education (IOE). Contact the HHCP: [email protected] Professor Dominic Wyse - Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP), UCL Institute of Education (IOE), UK Dr Alice Bradbury - Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP), UCL Institute of Education (IOE), UK Dr Yana Manyukhina - Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP), UCL Institute of Education (IOE), UK
Associate Editors:
Australasia: Simon Clarke - The Graduate School of Education, The University of Western Australia, Australia Greece: Chysanthi Gkolia - Department of Primary Education, School of Humanities, University of Thessaly, Greece USA and Canada: Linda M. Cameron- Curriculum, Teaching and Learning, OISE/University of Toronto, Canada China: Hongqi Chu- College of Education Administration, Beijing Normal University, China India: S. Nayana Tara- Public Systems Management Area, Indian Institute of Management, India Latin America: Dante Castillo- SUMMA, Chile Latin America: Maria Cockerill- Queen's University Belfast, UK
Sharon Bates- Mill Hill Primary School, Staffordshire, UK Garima Bansal- Australian Council for Educational Research, India Gary Beauchamp- Cardiff Metropolitan University, UK Teresa Cremin- Open University, UK Christine Doddington- University of Cambridge, UK Norman Gabriel- University of Plymouth, UK Maurice Galton- University of Cambridge, UK Rebekah Gear– Nottingham Trent University, UK Thomas L. Good- University of Arizona, USA Celia Greenway -University of Birmingham, UK Gerald Griggs- UCFB (Etihad Campus), UK Paul Harris- Harvard University, USA Roy Hughes- University of Leeds, UK Divya Jindal-Snape - Dundee University, UK Andrew Joyce-Gibbons- Bath Spa University, UK Sarah MacQuarrie– The University of Manchester, UK Mary McCaslin- University of Arizona, USA Petros Pashiardis - Open University of Cyprus, Cyprus Vassiliki Pliogou - University of Western Macedonia, Greece Andrew Pollard- UCL Institute of Education, UK Bronwyn Reynolds- University of Tasmania, Australia Colin Richards- St Martin’s College, UK Peter Silcock- University of Hertfordshire, UK Neil Simco- University of the Highlands and Islands, UK Iram Siraj- UCL Institute of Education, UK Krishan Sood- Nottingham Trent University, UK Christine Trimingham Jack- University of Canberra, Australia Sue Waite- University of Plymouth, UK Allan Walker- Education University of Hong Kong, Hong Kong Joanne Waterhouse- UCL Institute of Education, UK Wei Zhang- University of Leicester, UK
Abstracting and indexing
Education 3-13 - International Journal of Primary, Elementary and Early Years Education is covered by: Australian Research Council (ARC) Ranked Journal List; British Educational Index ; Contents Pages in Education; ERA; Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); Clarivate Analytics Emerging Sources Citation Index ( ESCI); National Children's Bureau; National Literacy Trust; PsycINFO and Scopus.
Open access
Education 3-13 is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
ASPE and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, ASPE and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by ASPE and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. ASPE and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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