The Journal of Early Childhood Teacher Education is the official journal of the National Association of Early Childhood Teacher Educators. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. Teacher education can focus on pre-service teacher preparation and in-service professional development. For the purposes of manuscripts published in JECTE, early childhood education generally is considered from birth through grade 3. JECTE welcomes research manuscripts, reflective reports on innovative teacher education practices, and reviews of professional learning resources.
Peer Review Policy:
All articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by three anonymous reviewers.
Reflections on Practice:
The writing of these submissions should center on the specific practices used within higher education settings pertaining to early childhood teacher education and preparation, or field practices geared toward professional development for early childhood teachers. Submissions detailing both proven and innovative practices in this line of research are welcomed. For authors considering submitting a reflection on practice to JECTE guidelines are provided below:
The practices emphasized within the writing should build upon a strong theoretical framework, rather than detail the practices alone.
A review of current and relevant literature should accompany a sound, concise and explicit rationale for the use of such a practice in teacher education.
Thorough details of the practice and its implementation should be provided for the sake of replication.
Although data collection and analysis is not a requirement for submissions of this category, authors should include possible implications of practices and directions for future inquiry. At a minimum a connection should be made between the practices and teacher education.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106
Journal metrics
Usage
82K annual downloads/views
Citation metrics
0.9 (2023) Impact Factor
1.3 (2023) 5 year IF
2.2 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
1.060 (2023) SNIP
0.482 (2023) SJR
Speed/acceptance
117 days avg. from submission to first
decision
119 days avg. from submission to first
post-review decision
10 days avg. from acceptance to online
publication
20% 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 Judit Szente - University of Central Florida
EDITORIAL BOARD Kelly Baker - University of Central Oklahoma Michelle Bauml - Texas Christian University Christopher Brown - University of Texas - Austin Christine Chaille - Portland State University Eun Kyeong Cho - University of New Hampshire Fabienne Doucet - New York University Pam Evanshen - East Tennessee State University Nancy File - University of Wisconsin, Milwaukee Kathleen Gallagher - Buffett Early Childhood Institute, University of Nebraska Megan Gibson - Queensland University of Technology Elizabeth Graue - University of Wisconsin, Madison Alison Hooper - University of Alabama Rebecca Huss-Keeler - University of Houston - Clear Lake Rebecca Jordan - Appalachian State University Bonnie Keilty - Hunter College Vicki Lake - University of Oklahoma Eleni Loizou - University of Cyprus Maria B. Mongillo - Central Connecticut State University Will Parnell - Portland State University Victoria Puig - Montclair State University Mari Riojas-Cortez - California State University, Channel Islands Lindsey Russo - SUNY New Paltz Sharon Ryan - Rutgers University Stephanie Sanders-Smith - University of Illinois at Urbana-Champaign Catherine Scott-Little - University of North Carolina, Greensboro Melissa Sherfinski - West Virginia University Judit Szente - University of Central Florida Cynthia Vail - University of Georgia
Abstracting and indexing
Journal of Early Childhood Teacher Educationis abstracted/indexed in:
• EBSCOhost
° Associates Program Source Plus ° Current Abstracts ° Education Research Complete ° Education Research Index ° Education Source ° Military Transition Support Center ° TOC Premier (Table of Contents) ° Vocational Studies Complete
• Elsevier BV
° Scopus
• Education Resources Information Center (ERIC)
• Ovid
• ProQuest
° Education Collection
° Education Database
° Professional ProQuest Central ° ProQuest 5000 ° ProQuest 5000 International ° ProQuest Central ° ProQuest Professional Education ° Social Science Premium Collection
• Taylor & Francis
° Educational Research Abstracts Online ° Studies on Women and Gender Abstracts (Online)
• Thomson Reuters
° Emerging Sources Citation Index ° Web of Science
Open access
Journal of Early Childhood Teacher Education 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.
NAECTE members are people from all across the United States and from countries around the globe. We are joined together by our common interest in Early Childhood Teacher Education.
a subscription to The Journal of Early Childhood Teacher Education (published quarterly);
a subscription to the NAECTE e-newsletter;
voting privileges;
eligibility to serve on the Board and other organizational committees;
eligibility to receive awards;
reduced conference rates;
networking.
For questions about membership, contact Mary Jo Pollman at [email protected] This e-mail address is being protected from spambots. You need JavaScript enabled to view it
If you are interested in sharing NAECTE membership information with colleagues and students download our brochure here.
Print ISSN:
1090-1027
Online ISSN:
1745-5642
4 issues per year
Currently known as:
Journal of Early Childhood Teacher Education
(1990 - current)
Formerly known as
National Association of Early Childhood Teacher Educators Bulletin
(1981 - 1989)
Association for Early Childhood Teacher Educators Bulletin
(1979 - 1980)
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NAECTE and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, NAECTE 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 NAECTE 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. NAECTE 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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