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Phi Delta Kappan — Template for authors

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Guideline source

Categories	Rank	Trend in last 3 yrs
Education	#832 of 1319	down by 63 ranks

Journal quality:

Medium

Last 4 years overview: 414 Published Papers | 382 Citations

Indexed in: Scopus

Last updated: 21/07/2020

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Insights

General info

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CiteRatio: 2.2

SJR: 1.098

SNIP: 1.835

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CiteRatio: 3.5

SJR: 1.299

SNIP: 1.605

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Quality:

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CiteRatio: 5.9

SJR: 2.212

SNIP: 2.09

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.

0.9

50% from 2019

CiteRatio for Phi Delta Kappan from 2016 - 2020
Year	Value
2020	0.9
2019	0.6
2018	0.5
2017	0.5
2016	0.5

Graph view

0.534

36% from 2019

SJR for Phi Delta Kappan from 2016 - 2020
Year	Value
2020	0.534
2019	0.394
2018	0.249
2017	0.221
2016	0.271

Graph view

0.772

8% from 2019

SNIP for Phi Delta Kappan from 2016 - 2020
Year	Value
2020	0.772
2019	0.713
2018	0.528
2017	0.363
2016	0.514

Graph view

Insights

CiteRatio of this journal has increased by 50% in last years.
This journal’s CiteRatio is in the top 10 percentile category.

Insights

SJR of this journal has increased by 36% in last years.
This journal’s SJR is in the top 10 percentile category.

Insights

SNIP of this journal has increased by 8% in last years.
This journal’s SNIP is in the top 10 percentile category.

Phi Delta Kappan

Guideline source: View

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SAGE

Phi Delta Kappan

Kappan is a “must read” for the movers and shakers in the profession. Whether it is the latest on education policy, research, curriculum, or professional development, Kappan publishes it first. Kappan readers are the experts in cultivating great educators for tomorrow and ensuring high-quality education for today. Read Less

Education

Social Sciences

Last updated on	20 Jul 2020
ISSN	0031-7217
Impact Factor	Low - 0.461
Open Access	No
Sherpa RoMEO Archiving Policy	White
Endnote Style	Download Available
Bibliography Name	SageV
Citation Type	Numbered (Superscripted) 25
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

Open access • Journal Article •

"Kappan Classic": Inside the Black Box--Raising Standards through Classroom Assessment.

Paul Black, Dylan Wiliam

01 Sep 2010 - Phi Delta Kappan

Abstract:

Formative assessment is an essential component of classroom work and can raise student achievement.

3,393 Citations

Journal Article • DOI: 10.1177/003172171009200326 •

School/Family/Community Partnerships: Caring for the Children We Share:

Joyce L. Epstein

01 Nov 2010 - Phi Delta Kappan

Abstract:

When schools form partnerships with families and the community, the children benefit These guidelines for building partnerships can make it happen

2,421 Citations

Open access • Journal Article • DOI: 10.1177/003172171109200622 •

Policies That Support Professional Development in an Era of Reform

Linda Darling-Hammond, Milbrey W. McLaughlin

01 Mar 2011 - Phi Delta Kappan

Abstract:

Policies must keep pace with new ideas about what, when, and how teachers learn and must focus on developing schools' and teachers' capacities to be responsible for student learning. read more

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1,941 Citations

Open access • Journal Article •

Policies That Support Professional Development in an Era of Reform; Policies Must Keep Pace with New Ideas about What, When, and How Teachers Learn and Must Focus on Developing Schools' and Teachers' Capacities to Be Responsible for Student Learning

Linda Darling-Hammond, Milbrey W. McLaughlin

01 Mar 2011 - Phi Delta Kappan

Abstract:

The vision of practice that underlies the nation's reform agenda requires most teachers to rethink their own practice, to construct new classroom roles and expectations about student outcomes, and to teach in ways they have never taught before--and probably never experienced as students (Nelson and Hammerman 1996). The succes... The vision of practice that underlies the nation's reform agenda requires most teachers to rethink their own practice, to construct new classroom roles and expectations about student outcomes, and to teach in ways they have never taught before--and probably never experienced as students (Nelson and Hammerman 1996). The success of this agenda ultimately turns on teachers' success in accomplishing the serious and difficult tasks of learning the skills and perspectives assumed by new visions of practice and unlearning the practices and beliefs about students and instruction that have dominated their professional lives to date. Yet few occasions and little support for such professional development exist in teachers' environments. Because teaching for understanding relies on teachers' abilities to see complex subject matter from the perspectives of diverse students, the know-how necessary to make this vision of practice a reality cannot be prepackaged or conveyed by means of traditional top-down "teacher training" strategies. The policy problem for professional development in this era of reform extends beyond mere support for teachers' acquisition of new skills or knowledge. Professional development today also means providing occasions for teachers to reflect critically on their practice and to fashion new knowledge and beliefs about content, pedagogy, and learners (Nelson and Hammerman 1996; Prawat 1992). Beginning with preservice education and continuing throughout a teacher's career, teacher development must focus on deepening teachers' understanding of the processes of teaching and learning and of the students they teach. Effective professional development involves teachers both as learners and as teachers and allows them to struggle with the uncertainties that accompany each role. It has a number of characteristics. * It must engage teachers in concrete tasks of teaching, assessment, observation, and reflection that illuminate the processes of learning and development. * It must be grounded in inquiry, reflection, and experimentation that are participant-driven. * It must be collaborative, involving a sharing of knowledge among educators and a focus on teachers' communities of practice rather than on individual teachers. * It must be connected to and derived from teachers' work with their students. * It must be sustained, ongoing, intensive, and supported by modeling, coaching, and the collective solving of specific problems of practice. * It must be connected to other aspects of school change. Professional development of this kind signals a departure from old norms and models of "preservice" or "inservice" training. It creates new images of what, when, and how teachers learn, and these new images require a corresponding shift from policies that seek to control or direct the work of teachers to strategies intended to develop schools' and teachers' capacity to be responsible for student learning. Capacity- building policies view knowledge as constructed by and with practitioners for use in their own contexts, rather than as something conveyed by policy makers as a single solution for top-down implementation. Though the outlines of a new paradigm for professional development policy are emerging (Cohn, McLaughlin, and Talbert 1993; Darling-Hammond 1993), the hard work of developing concrete exemplars of the policies and practices that model "top-down support for bottom-up reform" has only just begun. The changed curriculum and pedagogy of professional development will require new policies that foster new structures and institutional arrangements for teachers' learning. At the same time, we will need to undertake a strategic assessment of existing policies to determine to what degree they are compatible with the vision of learning as constructed by teachers and students and with a vision of professional development as a lifelong, inquiry-based, and collegial activity (Lieberman 1995). … read more

1,935 Citations

Open access • Journal Article •

School/family/community Partnerships: Caring for the Children We Share: When Schools Form Partnerships with Families and the Community, the Children Benefit. These Guidelines for Building Partnerships Can Make It Happen

Joyce L. Epstein

01 Nov 2010 - Phi Delta Kappan

Abstract:

The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators vi... The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students. There are many reasons for developing school, family, and community partnerships. They can improve school programs and school climate, provide family services and support, increase parents' skills and leadership, connect families with others in the school and in the community, and help teachers with their work. However, the main reason to create such partnerships is to help all youngsters succeed in school and in later life. When parents, teachers, students, and others view one another as partners in education, a caring community forms around students and begins its work. What do successful partnership programs look like? How can practices be effectively designed and implemented? What are the results of better communications, interactions, and exchanges across these three important contexts? These questions have challenged research and practice, creating an interdisciplinary field of inquiry into school, family, and community partnerships with "caring" as a core concept. The field has been strengthened by supporting federal, state, and local policies. For example, the Goals 2000 legislation sets partnerships as a voluntary national goal for all schools; Title I specifies and mandates programs and practices of partnership in order for schools to qualify for or maintain funding. Many states and districts have developed or are preparing policies to guide schools in creating more systematic connections with families and communities. These policies reflect research results and the prior successes of leading educators who have shown that these goals are attainable. Underlying these policies and programs are a theory of how social organizations connect; a framework of the basic components of school, family, and community partnerships for children's learning; a growing literature on the positive and negative results of these connections for students, families, and schools; and an understanding of how to organize good programs. In this article I summarize the theory, framework, and guidelines that have assisted the schools in our research projects in building partnerships and that should help any elementary, middle, or high school to take similar steps. OVERLAPPING SPHERES OF INFLUENCE Schools make choices. They might conduct only a few communications and interactions with families and communities, keeping the three spheres of influence that directly affect student learning and development relatively separate. Or they might conduct many high-quality communications and interactions designed to bring all three spheres of influence closer together. With frequent interactions between schools, families, and communities, more students are more likely to receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one another, and of staying in school. The external model of overlapping spheres of influence recognizes that the three major contexts in which students learn and grow--the family, the school, and the community--may be drawn together or pushed apart. In this model, there are some practices that schools, families, and communities conduct separately and some that they conduct jointly in order to influence children's learning and development. The internal model of the interaction of the three spheres of influence shows where and how complex and essential interpersonal relations and patterns of influence occur between individuals at home, at school, and in the community. … read more

1,287 Citations

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3. Can I cite my article in multiple styles in Phi Delta Kappan?

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12. Is Phi Delta Kappan'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 Phi Delta Kappan?

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 Phi Delta Kappan. 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:

Pre-prints as being the version of the paper before peer review and
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 Phi Delta Kappan?

The 5 most common citation types in order of usage for Phi Delta Kappan 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 Phi Delta Kappan?

16. Can I download Phi Delta Kappan 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 Phi Delta Kappan Endnote style according to Elsevier guidelines.

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Phi Delta Kappan — Template for authors

Related Journals

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

0.9

0.534

0.772

Insights

Insights

Insights

Phi Delta Kappan

Phi Delta Kappan

Top papers written in this journal

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

What to expect from SciSpace?

Speed and accuracy over MS Word

Freedom from formatting guidelines

Easy support from all your favorite tools

Frequently asked questions

Fast and reliable, built for complaince.

No word template required

Verifed journal formats

Trusted by academicians

Fast and reliable,
built for complaince.