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Review Cycle Records

JOURNAL OF THE LEARNING SCIENCES

Taylor & Francis SSCI 非OA

2026新锐 1区2025中科院 2区2025 JCR Q1

查看审稿周期计算与数据来源报告数据问题

440.1平均天数

451中位天数

1最短天数

1,004最长天数

322025发文量

Paper Review Records

全部论文审稿周期

10 篇有效样本 · 按发表日期由新到旧排列
审稿天数=录用日期-收稿日期；保留 PDF/DOI/网页源链接

1 天

Centering future generations and sustaining our collective world

收稿 2025-09-23 录用 2025-09-24 发表 2025-12-15

作者Casey Philip Wong

作者单位1. Georgia State University, College of Education and Human Development

PDF源文件 DOI 网页

622 天

Investigating and assessing informal computational thinking in grades K-2: A funds of knowledge approach

收稿 2024-01-08 录用 2025-09-21 发表 2025-11-17

作者Jennifer Randall; Darrell Earnest; Neena Thota; Shani Mensing

作者单位1. University of Michigan; 2. University of Massachusetts

PDF源文件 DOI 网页

575 天

Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice

收稿 2024-02-14 录用 2025-09-11 发表 2025-10-24

作者Dionne Champion; Folashadé Solomon; Machienvee Lammey

作者单位1. TERC

PDF源文件 DOI 网页

32 天

From judging to attuning: Movements toward culturally sustaining assessment

收稿 2025-05-23 录用 2025-06-24 发表 2025-09-25

作者William R. Penuel

作者单位1. University of Colorado Boulder

PDF源文件 DOI 网页

695 天

Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups

收稿 2023-09-14 录用 2025-08-09 发表 2025-09-25

作者Laura Spang; Martin Greisel; Ingo Kollar

作者单位1. University of Augsburg

PDF源文件 DOI 网页

1,004 天

Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events

收稿 2022-11-12 录用 2025-08-12 发表 2025-09-22

作者Emily Adah Miller; Tingting Li

作者单位1. University of Georgia; 2. Washington State University

PDF源文件 DOI 网页

408 天

Applying the PAIR-C Framework to foster deep understanding and address misconceptions in science education

收稿 2024-05-02 录用 2025-06-14 发表 2025-08-29

作者Man Su; Michelene T.H. Chi; Tomohiro Nagashima

作者单位1. Saarland University; 2. Arizona State University

PDF源文件 DOI 网页

330 天

Visualization as theory and experience: interactive qualitative data visualization for the learning sciences

收稿 2024-08-05 录用 2025-07-01 发表 2025-08-26

作者Ben Rydal Shapiro; Deborah Silvis; Rogers Hall

作者单位1. Georgia State University; 2. SUNY Cortland; 3. Vanderbilt University

PDF源文件 DOI 网页

240 天

Self-documentation as culturally relevant assessment for attunement to onto-epistemic heterogeneity in preservice teacher education

收稿 2024-10-26 录用 2025-06-23 发表 2025-08-08

作者Veronica Cassone McGowan; Carrie Tzou

作者单位1. University of Washington Bothell

PDF源文件 DOI 网页

494 天

Culturally and Linguistically Sustaining Formative Assessment in science and engineering: Highlighting multilingual girls’ linguistic, epistemic, and spatial brilliances

收稿 2024-02-09 录用 2025-06-17 发表 2025-07-24

作者Shakhnoza Kayumova; Akira Harper; Tia C. Madkins; Esma Nur Kahveci

作者单位1. University of Massachusetts, Dartmouth; 2. The University of Texas at Austin

PDF源文件 DOI 网页

Expert Matching · Case Demo

把投稿要求，转成可验证的期刊方案

说清专业、时限和作者背景，CrushSCI 结合真实审稿样本，给出拟题方向、期刊初筛与周期判断。

客户询问

我是环境工程专业，需要一篇 SCI，希望 3 个月内见刊。没有基金，也没有大牛挂名，可以投哪些期刊？

CrushSCI回复

可以。先按 90 天时限做可行性筛选，同步查找无基金、无知名作者挂靠的典型论文案例，作为选刊依据。重点核对研究质量与期刊 scope。

拟题建议: 《融合机器学习与生命周期评价的城市污水处理碳排放预测与优化》
数据库初筛: Environmental Technology & Innovation

样本口径2026 年最近 5 篇有效论文样本

平均审稿96.4 天

中位数77 天

JOURNAL OF THE LEARNING SCIENCES

全部论文审稿周期

Centering future generations and sustaining our collective world

Investigating and assessing informal computational thinking in grades K-2: A funds of knowledge approach

Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice

From judging to attuning: Movements toward culturally sustaining assessment

Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups

Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events

Applying the PAIR-C Framework to foster deep understanding and address misconceptions in science education

Visualization as theory and experience: interactive qualitative data visualization for the learning sciences

Self-documentation as culturally relevant assessment for attunement to onto-epistemic heterogeneity in preservice teacher education

Culturally and Linguistically Sustaining Formative Assessment in science and engineering: Highlighting multilingual girls’ linguistic, epistemic, and spatial brilliances

把投稿要求，转成可验证的期刊方案

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JOURNAL OF THE LEARNING SCIENCES

全部论文审稿周期

Centering future generations and sustaining our collective world

Investigating and assessing informal computational thinking in grades K-2: A funds of knowledge approach

Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice

From judging to attuning: Movements toward culturally sustaining assessment

Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups

Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events

Applying the PAIR-C Framework to foster deep understanding and address misconceptions in science education

Visualization as theory and experience: interactive qualitative data visualization for the learning sciences

Self-documentation as culturally relevant assessment for attunement to onto-epistemic heterogeneity in preservice teacher education

Culturally and Linguistically Sustaining Formative Assessment in science and engineering: Highlighting multilingual girls’ linguistic, epistemic, and spatial brilliances

相关榜单与期刊入口