Journal of Practitioner Research (JPR)

Publisher : University of South Florida Tampa Library

Education Teacher Education Educational Leadership

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e-ISSN 2379-9951

Issue Frequency Bi-Annual

Est. Year 2016

Mobile 8139742011

DOI YES

Language English

APC YES

Impact Factor Assignee Google Scholar

Email help@usf.edu

Journal Descriptions

The Journal of Practitioner Research (JPR), a double-blind, peer-reviewed, open-access journal, includes manuscripts that represent the traditions of action research, teacher research, practitioner inquiry, teacher inquiry, and other traditions that target the same type of knowledge production. The journal features the work of practitioner researchers or about practitioner research across disciplines and levels. As a forum for such research, we invite submissions by practicing educators such as pre-service teachers, in-service teachers, teacher education faculty, educational leadership faculty, and school administrators. The Journal of Practitioner Research ( JPR) is a double-blind, peer-reviewed, open-access journal that features the work of practitioner researchers across teacher and leadership education disciplines (e.g., mathematics, social studies, literacy, science, special education, principalship, etc) and levels (Pk-12 & higher education). The Journal of Practitioner Research (JPR), includes manuscripts that represent the traditions of action research, teacher research, practitioner inquiry, teacher inquiry, and other traditions that target the same type of knowledge production. The journal features the work of practitioner researchers across disciplines and levels. As a forum for such research, we invite submissions by practicing educators such as pre-service teachers, in-service teachers, teacher education faculty, educational leadership faculty, and school administrators. JPR publishes articles by educational practitioners (alone or in collaboration) who use systematic study of their own practice to improve student learning.

Journal of Practitioner Research (JPR) is :-

International, Peer-Reviewed, Open Access, Refereed, Education, Teacher Education, Educational Leadership, Action Research, Practitioner Inquiry , Online , Bi-Annual Journal
UGC Approved, ISSN Approved: P-ISSN E-ISSN: 2379-9951, Established: 2016,
Provides Crossref DOI
Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE