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TEACHING IN HIGHER EDUCATION

Taylor & Francis SSCI 非OA

2026新锐 2区2025中科院 3区2025 JCR Q1

查看审稿周期计算与数据来源报告数据问题

252.5平均天数

250中位天数

171最短天数

349最长天数

1042025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

233 天

Framing an ethnic studies/feminist studies toolkit for STEM students: centering a liberal arts democratized education

收稿 2025-07-28 录用 2026-03-18 发表 2026-05-07

作者Ingrid Banks; Laury Oaks; Lisa Park; Rebeca Mireles-Rios; Dolores Inés Casillas; Miriam Burnett; Adanari Zarate

作者单位1. UC Santa Barbara

PDF源文件 DOI 网页

242 天

Addressing emotional labour in higher education teaching: institutional solutions for effective teaching, workloads and wellbeing

收稿 2025-06-25 录用 2026-02-22 发表 2026-05-07

作者Jenny H. Peterson

作者单位1. University of British Columbia

PDF源文件 DOI 网页

261 天

Teaching under academic precarity: university professors’ embodied experiences in Colombia

收稿 2025-06-03 录用 2026-02-19 发表 2026-04-30

作者Jorge Uribe-Piedrahita

作者单位1. Instituto Tecnológico Metropolitano – ITM

PDF源文件 DOI 网页

276 天

‘Reality is socially constructed’: evaluating epistemological understanding through embodied performance

收稿 2025-06-15 录用 2026-03-18 发表 2026-04-20

作者Alessandro Porrovecchio

作者单位1. Univ. Littoral Côte d'Opale

PDF源文件 DOI 网页

223 天

Tracing pedagogy from below: an affirmative account of international students’ learning practices in higher education

收稿 2025-05-22 录用 2025-12-31 发表 2026-04-16

作者Andrew Deuchar

作者单位1. Victoria University

PDF源文件 DOI 网页

258 天

Reconstructing ethics pedagogy: a duoethnographic study from childhood studies to internationalised higher education

收稿 2025-06-06 录用 2026-02-19 发表 2026-04-13

作者Delyth Edwards; Shichong Li

作者单位1. University of Leeds

PDF源文件 DOI 网页

171 天

Transforming educational development practice: anti-racist and decolonial pedagogies in higher education

收稿 2025-09-01 录用 2026-02-19 发表 2026-04-08

作者Aasiya Satia; Jennifer Ma

作者单位1. Office of the Vice Provost Teaching and Learning, McMaster University, University Hall; 2. School of Social Work, McMaster University

PDF源文件 DOI 网页

225 天

To teach is to be with: reclaiming sensibility through living pedagogy

收稿 2025-08-05 录用 2026-03-18 发表 2026-03-31

作者Thanh Phùng

作者单位1. Vietnam National University Hanoi

PDF源文件 DOI 网页

287 天

The impact of generative artificial intelligence (GenAI) on university students’ learning agency: A mixed-methods study

收稿 2025-05-08 录用 2026-02-19 发表 2026-03-28

作者Liangliang Xia; Liyin Zhang; Kexin Shen; Yan Dong

作者单位1. Beijing Normal University; 2. Zhejiang University

PDF源文件 DOI 网页

349 天

When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback

收稿 2025-02-05 录用 2026-01-20 发表 2026-03-28

作者Shulin Yu

作者单位1. University of Macau

PDF源文件 DOI 网页

Expert Matching · Case Demo

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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？

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

TEACHING IN HIGHER EDUCATION

全部论文审稿周期

Framing an ethnic studies/feminist studies toolkit for STEM students: centering a liberal arts democratized education

Addressing emotional labour in higher education teaching: institutional solutions for effective teaching, workloads and wellbeing

Teaching under academic precarity: university professors’ embodied experiences in Colombia

‘Reality is socially constructed’: evaluating epistemological understanding through embodied performance

Tracing pedagogy from below: an affirmative account of international students’ learning practices in higher education

Reconstructing ethics pedagogy: a duoethnographic study from childhood studies to internationalised higher education

Transforming educational development practice: anti-racist and decolonial pedagogies in higher education

To teach is to be with: reclaiming sensibility through living pedagogy

The impact of generative artificial intelligence (GenAI) on university students’ learning agency: A mixed-methods study

When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback

把投稿要求，转成可验证的期刊方案

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TEACHING IN HIGHER EDUCATION

全部论文审稿周期

Framing an ethnic studies/feminist studies toolkit for STEM students: centering a liberal arts democratized education

Addressing emotional labour in higher education teaching: institutional solutions for effective teaching, workloads and wellbeing

Teaching under academic precarity: university professors’ embodied experiences in Colombia

‘Reality is socially constructed’: evaluating epistemological understanding through embodied performance

Tracing pedagogy from below: an affirmative account of international students’ learning practices in higher education

Reconstructing ethics pedagogy: a duoethnographic study from childhood studies to internationalised higher education

Transforming educational development practice: anti-racist and decolonial pedagogies in higher education

To teach is to be with: reclaiming sensibility through living pedagogy

The impact of generative artificial intelligence (GenAI) on university students’ learning agency: A mixed-methods study

When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback

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