Example of Journal of the Learning Sciences format
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Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format
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Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format Example of Journal of the Learning Sciences format
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Journal of the Learning Sciences — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #6 of 1319 up up by 3 ranks
Developmental and Educational Psychology #7 of 332 down down by 1 rank
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 75 Published Papers | 731 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 15/07/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.4
SJR: 2.555
SNIP: 2.574
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.9
SJR: 0.808
SNIP: 1.752
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 1.3
SJR: 0.351
SNIP: 0.767

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

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

3.588

1% from 2018

Impact factor for Journal of the Learning Sciences from 2016 - 2019
Year Value
2019 3.588
2018 3.545
2017 3.0
2016 2.297
graph view Graph view
table view Table view

9.7

3% from 2019

CiteRatio for Journal of the Learning Sciences from 2016 - 2020
Year Value
2020 9.7
2019 9.4
2018 8.4
2017 8.5
2016 8.2
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 1% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 3% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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.

4.06

58% from 2019

SJR for Journal of the Learning Sciences from 2016 - 2020
Year Value
2020 4.06
2019 2.569
2018 2.752
2017 1.811
2016 2.174
graph view Graph view
table view Table view

4.117

11% from 2019

SNIP for Journal of the Learning Sciences from 2016 - 2020
Year Value
2020 4.117
2019 3.709
2018 2.647
2017 3.163
2016 2.15
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 58% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 11% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Journal of the Learning Sciences

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Taylor and Francis

Journal of the Learning Sciences

The Journal of the Learning Sciences provides a multidisciplinary forum for the presentation of research on learning and education. The journal seeks to foster new ways of thinking about learning that will allow our understanding of cognition and social cognition to have impac...... Read More

Education

Developmental and Educational Psychology

Social Sciences

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Last updated on
15 Jul 2020
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ISSN
1050-8406
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Impact Factor
Very High - 3.123
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, 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. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1207/S15327809JLS0202_2
Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings

Abstract:

(1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178 (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178 read more read less

Topics:

Design-based research (66%)66% related to the paper, Learning sciences (58%)58% related to the paper
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3,738 Citations
Journal Article DOI: 10.1207/S15327809JLS0401_2
Interaction Analysis: Foundations and Practice

Abstract:

(1995). Interaction Analysis: Foundations and Practice. Journal of the Learning Sciences: Vol. 4, No. 1, pp. 39-103.

Topics:

Learning sciences (58%)58% related to the paper
View PDF
2,343 Citations
Journal Article DOI: 10.1207/S15327809JLS1301_1
Design-Based Research: Putting a Stake in the Ground
Sasha A. Barab1, Kurt Squire2

Abstract:

The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasiz... The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based and naturalistic investigations that result in knowledge about how people learn. This work can involve the development of technological tools, curriculum, and especially theory that can be used to understand and support learning. A fundamental assumption of many learning scientists is that cognition is not a thing located within the individual thinker but is a process that is distributed across the knower, the environment in which knowing occurs, and the activity in which the learner participates. In other words, learning, cognition, knowing, and context are irreducibly co-constituted and cannot be treated as isolated entities or processes. If one believes that context matters in terms of learning and cognition, research paradigms that simply examine these processes as isolated variables within laboratory or other impoverished contexts of participation will necessarily lead to an incomplete understanding of their relevance in more naturalistic settings (Brown, 1992).1 Alternatively, simply observing learning and cognition as they naturally Correspondence and requests for reprints should be sent to Sasha A. Barab, School of Education, read more read less

Topics:

Experiential learning (63%)63% related to the paper, Observational learning (63%)63% related to the paper, Learning sciences (62%)62% related to the paper, Adult education (60%)60% related to the paper, Design-based research (58%)58% related to the paper
View PDF
2,233 Citations
open accessOpen access Journal Article DOI: 10.1207/S15327809JLS0303_3
Computer Support for Knowledge-Building Communities

Abstract:

In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases com... In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology. read more read less

Topics:

Knowledge building (56%)56% related to the paper, Educational technology (54%)54% related to the paper
View PDF
2,219 Citations
open accessOpen access Journal Article DOI: 10.1207/S15327809JLS0402_2
Cognitive Tutors: Lessons Learned
John R. Anderson1, Albert T. Corbett, Kenneth R. Koedinger, Ray Pelletier

Abstract:

This paper review the 10-year history of tutor development based on the ACT theory (Anderson, 1983,1993). We developed production system models in ACT ofhow students solved problems in LISP, geometry, and algebra. Computer tutors were developed around these cognitive models. Construction ofthese tutors was guided by a set of ... This paper review the 10-year history of tutor development based on the ACT theory (Anderson, 1983,1993). We developed production system models in ACT ofhow students solved problems in LISP, geometry, and algebra. Computer tutors were developed around these cognitive models. Construction ofthese tutors was guided by a set of eight principles loosely based on the ACT theory. Early evaluations of these tutors usually but not always showed significant achievement gains. Best-case evaluations showed that students could achieve at least the same level of proficiency as conventional instruction in one third the time. Empirical studies showed that students were learning skills in production-rule units and that the best tutorial interaction style was one in which the tutor provides immediate feedback, consisting of short and directed error messages. The tutors appear to work better if they present themselves to students as nonhuman tools to assist learning rather than as emulations of human tutors. Students working with these tutors display transfer to other environments to the degree that they can map the tutor environment into the test environment. These experiences have coalesced into a new system for developing and deploying tutors. This system involves first selecting a problem-solving interface, then constructing a curriculum under the guidance of a domain expert, then designing a cognitive model for solving problems in that environment, then building instruction around the productions in that model, and finally deploying the tutor in the classroom. New tutors are being built in this system to achieve the NCTM standards for high school mathematics in an urban setting. (http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246) read more read less

Topics:

Cognitive tutor (67%)67% related to the paper, TUTOR (56%)56% related to the paper, Teaching method (50%)50% related to the paper, Computer-Assisted Instruction (50%)50% related to the paper, Cognitive model (50%)50% related to the paper
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1,826 Citations
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Journal of the Learning Sciences format uses Taylor and Francis Custom Citation citation style.

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Frequently asked questions

1. Can I write Journal of the Learning Sciences in LaTeX?

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

2. Do you follow the Journal of the Learning Sciences guidelines?

Yes, the template is compliant with the Journal of the Learning Sciences 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 Journal of the Learning Sciences?

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 Journal of the Learning Sciences citation style.

4. Can I use the Journal of the Learning Sciences 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 Journal of the Learning Sciences.

5. Can I use a manuscript in Journal of the Learning Sciences 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 Journal of the Learning Sciences that you can download at the end.

6. How long does it usually take you to format my papers in Journal of the Learning Sciences?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Journal of the Learning Sciences.

7. Where can I find the template for the Journal of the Learning Sciences?

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 Journal of the Learning Sciences'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 Journal of the Learning Sciences'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. Journal of the Learning Sciences an online tool or is there a desktop version?

SciSpace's Journal of the Learning Sciences 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 Journal of the Learning Sciences?

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 Journal of the Learning Sciences?”

11. What is the output that I would get after using Journal of the Learning Sciences?

After writing your paper autoformatting in Journal of the Learning Sciences, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Journal of the Learning Sciences'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 Journal of the Learning Sciences?

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 Journal of the Learning Sciences. 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 Journal of the Learning Sciences?

The 5 most common citation types in order of usage for Journal of the Learning Sciences 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 Journal of the Learning Sciences?

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 Journal of the Learning Sciences's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Journal of the Learning Sciences 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 Journal of the Learning Sciences Endnote style according to Elsevier guidelines.

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