Mentoring & Tutoring seeks to publish papers on all aspects of mentoring, tutoring and partnership in education, other academic disciplines and the professions.
The purpose of Mentoring & Tutoring is to help advance knowledge and understanding of mentoring, tutoring and/or partnership in learning through a focus on high-quality research papers and development activities. The journal welcomes contributions from the widening field of mentoring and tutoring including papers of a philosophical, socio-political, or creative nature. Comparative aspects of mentoring, tutoring and partnership are of special interest as these techniques are increasingly used worldwide.
"As more and more individuals and organizations turn to mentoring as a way of encouraging learning and development, complex questions about the theory and practice of mentoring become visible. Traditional conceptions of mentoring as expert/novice relationships are now open to critical inquiry. Mentoring & Tutoring is the most up-to-date source of quality research for those interested in contemporary forms of mentoring." D. Jean Clandinin, Professor and Director Centre for Research for Teacher Education and Development University of Alberta
" Mentoring & Tutoring provides current and significant research on educational topics that can be used by educators to more effectively improve student achievement and teacher learning through collegial professional development." Raymond A. Horn, Jr. Director of the Interdisciplinary Doctor of Education Program for Educational Leaders, Saint Joseph’ University; co-editor, Scholar-Practitioner Quarterly
Peer Review Policy: All research articles in Mentoring & Tutoring have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Journal metrics
Usage
96K annual downloads/views
Citation metrics
1.8 (2023) Impact Factor
Q2 Impact Factor Best Quartile
2.0 (2023) 5 year IF
2.4 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
0.868 (2023) SNIP
0.474 (2023) SJR
Speed/acceptance
48 days avg. from submission to first
decision
55 days avg. from submission to first
post-review decision
12 days avg. from acceptance to online
publication
26% 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.
Editor: Dr. Nathan R. Templeton, Texas A&M University - Commerce, USA
Editor Emerita: Dr. Beverly J. Irby, Texas A&M University, USA Dr. Carol A. Mullen, Virginia Tech, USA
ICPEL Publications Director-Dr. Brad Bizzell, Radford University, USA
Senior Associate Editor Nahed Abdelrahman , Texas A&M University, USA
Senior Associate Editor Nahed Abdelrahman , Texas A&M University, USA
Assistant Editor Jordon Donop, Texas A&M University, USA Kristina Hall, Texas A&M University, USA Supritha Kannan , Louisiana State University, USA Theophile Muhayimana, University of Northern Iowa, USA
Editorial Board:
Sue Brindley -University of Cambridge, UK Robert V. Bullough, Jr. - Brigham Young University, Utah, USA D. Jean Clandinin -University of Alberta, Canada Fenwick W. English - Florida Gulf Coast University, USA Janice Fauske - University ofSouth Florida-Sarasota/Manatee, USA Stephen P. Gordon - Texas State University-San Marcos, USA Andy Hargreaves - Boston College, USA Sandra Harris -Lamar University, USA W. Brad Johnson -United States Naval Academy, USA William A. Kealy - Retired, USA Frances K. Kochan - Auburn University, USA Kathy E. Kram - Boston University School of Management, USA Sharan B. Marriam - The University of Georgia, USA Geraldine Mooney Simmie - University of Limerick, Ireland Thomas G. Nelson - University of the Pacific, USA Hal Portner - Massachusetts, USA Allen Quesada Pacheco - University of Costa Rica, Costa Rica David Reid - Manchester, UK Catherine Scott - University of Wollongong, Australia Fuhui Tong- Texas A&M University,College Station, USA Keith Topping - University of Dundee, UK Caryn Wells - Oakland University, USA
Overseas Corresponding Editors:
Mary Beattie -Ontario Institute for Studies in Education at the University of Toronto, Canada John Chi-kin Lee -Education University of Hong Kong Benedict J. Page -University of Stellenbosch, South Africa Jan Robertson -Griffith University, Australia
Abstracting and indexing
Mentoring & Tutoring is abstracted in Academic Search; Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; Cabells; National Database for Research into International Education (NDRI); British Education Index; Educational Research Abstracts online (ERA); EBSCOhost EJS; Emerging Sources Citation Index ( ESCI); Education Resources Information Center ( ERIC); PsycINFO and SCOPUS®. “Mentoring & Tutoring: Partnership in Learning is now listed in The Cabell’s Directory of Publishing Opportunities in Educational Curriculum and Methods (Cabell Publishing, Beaumont, Texas).”
Open access
Mentoring & Tutoring: Partnership in Learning 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.
Members of the following groups can receive an individual print subscription to Mentoring & Tutoring at a special society member rate. Please see the pricing or subscribe page for details.
Mentoring & Tutoring: Partnership in Learning
(1994 - current)
Formerly known as
Mentoring
(1993 - 1994)
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