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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
249
天
Using rubrics and exemplars to support student self-assessment: Investigating the cognitive and affective processes via joint display integration
作者Nathan Rickey; Ernesto Panadero; Christopher DeLuca; Saad Chahine
作者单位Faculty of Education, Queen’s University, Duncan McArthur Hall, 511 Union Street, Kingston, ON K7M 5R7, Canada; Centre for Assessment Research, Policy and Practice in Education, Institute of Education, Dublin City University, Ireland; Education Regulated Learning and Assessment group, Facultad de Educación y Deportes, Universidad de Deusto, Bilbao, Spain; IKERBASQUE, Basque Foundation for Science, Bilbao, Spain
345
天
Examining the relationship between secondary students’ ICT engagement and computational thinking achievement: Does gender make a difference?
作者Echo Zexuan Pan; Matthew D. Johnson; Maria Cutumisu
作者单位Harvard Graduate School of Education, Harvard University, Cambridge, MA, USA; Faculty of Agricultural, Life and Environmental Sciences, University of Alberta, Edmonton, Alberta, Canada; Department of Educational and Counselling Psychology, Faculty of Education, McGill University, Montréal, Québec, Canada; Mila – Quebec Artificial Intelligence Institute, Montréal, Québec, Canada
104
天
146
天
136
天
173
天
Comparing the predictive validity of opportunity and use of cognitive activation: Do the source of information and level of analysis matter?
作者Sergios Sergiou; Charalambos Y. Charalambous; George K. Georgiou; Sebastian Röhl
作者单位Department of Education, University of Cyprus, The Cross Point Building, 40 Kallipoleos St., Nicosia 4071, Cyprus; Faculty of Education, 3-102A Education North, University of Alberta, Edmonton, AB T6G 2G5, Canada; University of Education Freiburg, Kunzenweg 21, Freiburg 79117, Germany
141
天
The relationship between teacher characteristics and standardised mathematics achievement in fourth through eighth grade: A systematic review and meta-analysis
作者Ahmad Abotalib; Kristinn Hermannsson; Joanna Wincenciak; Sarah K. Anderson
作者单位Umm Al-Qura University, School of Education, Makkah, Saudi Arabia; University of Glasgow, School of Education, Glasgow, UK
343
天
178
天
Equity-sensitive evaluation of networked improvement communities: A multilevel, replicable framework linking participation intensity to reading growth
作者Yiluo Wang; Lifang Pan; Zhou Min
作者单位School of Innovation & Entrepreneurship, Zhejiang Shuren University, Hangzhou, Zhejiang 310015, China; School of Economics, Zhejiang University of Finance and Economics, Hangzhou, Zhejiang 310018, China; Zhejiang University, Hangzhou, Zhejiang, China
106
天
Interpreting AI text detection outputs: Empirical evaluation and a threshold-based framework
作者Samantha R. Rosenthal; Steve Jacob; Samaria C. Dalling; Miriam E. Liz Villa; MaryGrace Kasprzak; Samantha R. Bruno; Ashley E. Kulp
作者单位Center for Student Research & Interdisciplinary Collaboration, Johnson & Wales University, Providence, RI 02903, USA; Department of Biology, College of Arts & Sciences, Johnson & Wales University, 8 Abbott Park Place, Providence, RI 02903, USA; Department of Health Science, College of Health & Wellness, Johnson & Wales University, 8 Abbott Park Place, Providence, RI 02903, USA; Department of Epidemiology, Brown University School of Public Health, Providence, RI 02903, USA
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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？
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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