Journal of Education for Students Placed at Risk (JESPAR) (JESPAR)

Publisher : Taylor & Francis

impact evidence of interventions innovative schooling structures achievement or correlates of achievement

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e-ISSN 1532-7671

p-ISSN 1082-4669

Issue Frequency Quarterly

Impact Factor 2.0

Est. Year 1996

Mobile 4402080520500

DOI YES

Language English

APC YES

Impact Factor Assignee GOOGLE SCHOLAR

Email enquiries@taylorandfrancis.com

Journal Descriptions

The Journal of Education for Students Placed At Risk ( JESPAR) is the only academic journal to date which provides quantitative, qualitative, or mixed-method research focused exclusively on improving the education of students placed at risk, which are students who are at danger of not succeeding in school due to disadvantaged circumstances. JESPAR prioritizes manuscripts of studies that (1) provide impact evidence of interventions, strategies, or methods to ameliorate risk, or (2) examine innovative schooling structures and school practices that improve the achievement or correlates of achievement of at risk students, or (3) present new models for improving the precision of predicting risk and/or future success in school. The journal is focused on elucidating the malleable factors that, if altered, can change the course of a student’s educational outcomes. The journal does not publish articles that are more suited for special education journals, but it will consider studies in which special education status coexists with disadvantaged circumstances or where students at risk are placed in special education services. JESPAR facilitates communication among all stakeholders--researchers, policymakers, and educators--who are actively involved in furthering academic and other achievements of students placed at risk. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.

Journal of Education for Students Placed at Risk (JESPAR) (JESPAR) is :-

International, Peer-Reviewed, Open Access, Refereed, impact evidence of interventions, innovative schooling structures, achievement or correlates of achievement, risk students, the precision of predicting risk, future success in school , Online or Print , Quarterly Journal
UGC Approved, ISSN Approved: P-ISSN P-ISSN: 1082-4669, E-ISSN: 1532-7671, Established: 1996, Impact Factor: 2.0
Provides Crossref DOI
Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE