Example of Contemporary Education Dialogue format
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Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format
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Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format Example of Contemporary Education Dialogue format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access

Contemporary Education Dialogue — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #873 of 1319 up up by 51 ranks
journal-quality-icon Journal quality:
Medium
calendar-icon Last 4 years overview: 30 Published Papers | 24 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 11/06/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.8

33% from 2019

CiteRatio for Contemporary Education Dialogue from 2016 - 2020
Year Value
2020 0.8
2019 0.6
2018 0.4
2017 0.2
graph view Graph view
table view Table view

0.127

9% from 2019

SJR for Contemporary Education Dialogue from 2017 - 2020
Year Value
2020 0.127
2019 0.139
2018 0.115
2017 0.102
graph view Graph view
table view Table view

0.459

19% from 2019

SNIP for Contemporary Education Dialogue from 2017 - 2020
Year Value
2020 0.459
2019 0.387
2018 0.193
2017 0.246
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 33% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 9% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 19% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Contemporary Education Dialogue

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SAGE

Contemporary Education Dialogue

Approved by publishing and review experts on SciSpace, this template is built as per for Contemporary Education Dialogue formatting guidelines as mentioned in SAGE author instructions. The current version was created on 11 Jun 2020 and has been used by 814 authors to write and format their manuscripts to this journal.

i
Last updated on
11 Jun 2020
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ISSN
0973-1849
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Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Endnote Style
Download Available
i
Bibliography Name
SageV
i
Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1177/097318491100900105
‘Deschooling Society’: The Strange Legacy of Ivan Illich

Abstract:

Ivan Illich’s book (1971), Deschooling Society (hereafter DS), was published 40 years ago. Of all the books purportedly written on radical educational alternatives that came out in 1960s and 1970s, Illich’s book remains perhaps the most discussed, and it still continues to inspire educational experiments in much of the Third ... Ivan Illich’s book (1971), Deschooling Society (hereafter DS), was published 40 years ago. Of all the books purportedly written on radical educational alternatives that came out in 1960s and 1970s, Illich’s book remains perhaps the most discussed, and it still continues to inspire educational experiments in much of the Third World. But a large part of the discussion on Illich has focused on the details of the proposal outlined in DS, and seems to have missed the point that the book’s focus was more on ‘society’ rather than on only ‘deschooling’. More often than not, Illich’s work, especially DS, is seen as being reflective of a broader countercultural turn towards the end of the 1960s in the United States (Latta, 1989), and is generally located within a larger critique of schooling (Foster, 1971; Keesbury, 1981). Although Illich’s voice was a significant one in this countercultural turn, one needs to see his work beyond this. His work is seen as belonging to a broader group of ‘radical liberals’ such as Dewey and Freire (Lichtenstein, 1985, p. 51). It is also seen as being derivative of earlier sociological works by scholars such as read more read less
621 Citations
open accessOpen access Journal Article DOI: 10.1177/0973184920976433
Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?
Samta Jain1, Marie Lall2, Anviti Singh

Abstract:

COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, ... COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, ... read more read less
View PDF
100 Citations
Journal Article DOI: 10.1177/0973184913485014
The Psychosocial Development of Children: Implications for Education and Society--Erik Erikson in Context.

Abstract:

Modern societies, with their heavy emphasis on schooling, success, employment and achievement, have made ‘growing up’ highly complex. Parents, teachers, school leaders and social thinkers are often confused about their own roles and bewildered by the various influences on the lives of children, adolescents and young adults. H... Modern societies, with their heavy emphasis on schooling, success, employment and achievement, have made ‘growing up’ highly complex. Parents, teachers, school leaders and social thinkers are often confused about their own roles and bewildered by the various influences on the lives of children, adolescents and young adults. How do schooling years impact children’s lives, in rural and urban settings?1 Why do some children have lower self-esteem than others? What kinds of conflicts do adolescents experience in their search for identity? Why are some teachers able to understand the importance of ensuring the well-being of children while others do not? Does the emotional health of children have an impact on classroom participation? In what ways are new technologies influencing interpersonal relationships amongst young people? Insights into these questions have emerged through the work of developmental psychologists, sociologists, anthropologists, medical professionals, counsellors and educators. Central to the work of most theorists is the search for greater social order (Èmile Durkheim, August Comte, Margaret Mead) and happier, more contented self-development (Carl Rogers, Abraham Maslow, Howard Gardner). read more read less
84 Citations
Journal Article DOI: 10.1177/097318490400200103
History of the quality debate

Abstract:

The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientif... The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientific management of and monitoring investments in education. Going back to the concept of ‘quality’ as the essential character of a thing, the paper argues that quality has always been integral to the concept of education, deriving from what is considered worthwhile as an aim or experience in education. The paper traces the history of the term beginning with important changes in the concept of education influenced by education thinkers and moving to the role of the concept in the context of universalisation of education, the growing importance of democracy as a political choice, and economic globalisation. The final section of the paper draws out implications for teacher professionalism,... read more read less
67 Citations
Journal Article DOI: 10.1177/097318490500200206
Gender and Social Equity in Primary Education: Hierarchies of Access:

Abstract:

Over the past decade, the system of primary education in India has undergone drastic structural changes. Increas ing pr ivat isa t ion, ins t i tu t iona l i sa t ion of differentiated systems of schooling, non-formalisation of the formal school system through appointment of para-teachers and setting up of new monitoring stru... Over the past decade, the system of primary education in India has undergone drastic structural changes. Increas ing pr ivat isa t ion, ins t i tu t iona l i sa t ion of differentiated systems of schooling, non-formalisation of the formal school system through appointment of para-teachers and setting up of new monitoring structures at the local level in the name of decentralisation and community mobilisation — all these have crucial implications for issues of social equity and pose a challenge to long-held notions of the relationship between education, democracy and social change. read more read less
62 Citations
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Contemporary Education Dialogue format uses SageV citation style.

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Frequently asked questions

1. Can I write Contemporary Education Dialogue in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Contemporary Education Dialogue guidelines and auto format it.

2. Do you follow the Contemporary Education Dialogue guidelines?

Yes, the template is compliant with the Contemporary Education Dialogue guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Contemporary Education Dialogue?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Contemporary Education Dialogue citation style.

4. Can I use the Contemporary Education Dialogue templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Contemporary Education Dialogue.

5. Can I use a manuscript in Contemporary Education Dialogue that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Contemporary Education Dialogue that you can download at the end.

6. How long does it usually take you to format my papers in Contemporary Education Dialogue?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Contemporary Education Dialogue.

7. Where can I find the template for the Contemporary Education Dialogue?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Contemporary Education Dialogue's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Contemporary Education Dialogue's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Contemporary Education Dialogue an online tool or is there a desktop version?

SciSpace's Contemporary Education Dialogue is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Contemporary Education Dialogue?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Contemporary Education Dialogue?”

11. What is the output that I would get after using Contemporary Education Dialogue?

After writing your paper autoformatting in Contemporary Education Dialogue, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Contemporary Education Dialogue's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Contemporary Education Dialogue?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Contemporary Education Dialogue. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Contemporary Education Dialogue?

The 5 most common citation types in order of usage for Contemporary Education Dialogue are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Contemporary Education Dialogue?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Contemporary Education Dialogue's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Contemporary Education Dialogue in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Contemporary Education Dialogue Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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