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Irish Educational Studies

Name: Irish Educational Studies 论文审稿周期数据
Creator: Mayn

Taylor & Francis SSCI 非OA

2026新锐 3区2025中科院 3区2025 JCR Q2

查看审稿周期计算与数据来源报告数据问题

233.7平均天数

230中位天数

196最短天数

333最长天数

692025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

244 天

Teacher social class and differences in satisfaction in disadvantaged-status schools: results from a mixed-methods study using the teacher job satisfaction scale in Ireland

收稿 2025-01-27 录用 2025-09-28 发表 2025-10-22

作者Greta Amedei-Westerwald; Elaine Keane; Manuela Heinz

作者单位1. University of Galway

PDF源文件 DOI 网页

227 天

Innovation or education? Creating spaces for appearance in initial teacher education

收稿 2025-02-13 录用 2025-09-28 发表 2025-10-13

作者Nika Maglaperidze; Michael Sherlock; Elizabeth O’Brien

作者单位1. Department of Education, Maynooth University, Maynooth, Ireland

PDF源文件 DOI 网页

233 天

Writing plants out of secondary biology education in a time of ecological crisis – staying with or avoiding the trouble?

收稿 2025-01-15 录用 2025-09-05 发表 2025-10-05

作者Natalie O'Neill; Karen Kerr

作者单位1. Dublin City University; 2. Queen’s University

PDF源文件 DOI 网页

196 天

‘One of them is the way I think, the other is the way I am’: the lived educational experiences of autistic trans and nonbinary students in the Republic of Ireland

收稿 2025-02-05 录用 2025-08-20 发表 2025-10-04

作者Maggie Green; Neil Kenny; Anne Marie Kavanagh

作者单位1. Atlantic Technological University; 2. Dublin City University

PDF源文件 DOI 网页

210 天

(Un)Confidently aspiring: the perspectives of children from diverse social class, migrant and ethnic minoritised backgrounds about their future careers

收稿 2025-01-31 录用 2025-08-29 发表 2025-10-02

作者Kaitlin Kaufman; Elaine Keane

作者单位1. University of Galway

PDF源文件 DOI 网页

252 天

Relationality and recognition: can relational practices in alternative education interrupt narratives of educational disengagement?

收稿 2024-12-20 录用 2025-08-29 发表 2025-09-30

作者Clíona Murray

作者单位1. University of Galway

PDF源文件 DOI 网页

233 天

Reclaiming Black Irish school narratives: an autoethnographic counter-narrative of unequal schooling

收稿 2025-01-15 录用 2025-09-05 发表 2025-09-26

作者Eve Doran

作者单位1. Trinity College Dublin

PDF源文件 DOI 网页

199 天

Ireland’s ESD to 2030: second national strategy on education for sustainable development: enough to catalyse sociocultural transformation?

收稿 2025-02-24 录用 2025-09-11 发表 2025-09-25

作者Emma Morrissey-Gleeson

作者单位1. Mary Immaculate College, University of Limerick

PDF源文件 DOI 网页

210 天

Theorizing a we-speak-for-ourselves storytelling approach for reconceptualizing environmental education in schools of education

收稿 2024-12-31 录用 2025-07-29 发表 2025-08-21

作者Annette Beauchamp

作者单位1. University of Minnesota

PDF源文件 DOI 网页

333 天

Social justice leadership in Irish schools: conceptualisations, supports and barriers

收稿 2024-03-25 录用 2025-02-21 发表 2025-03-25

作者Joseph Travers; Fiona King

作者单位1. Dublin City University

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

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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

Irish Educational Studies

全部论文审稿周期

Teacher social class and differences in satisfaction in disadvantaged-status schools: results from a mixed-methods study using the teacher job satisfaction scale in Ireland

Innovation or education? Creating spaces for appearance in initial teacher education

Writing plants out of secondary biology education in a time of ecological crisis – staying with or avoiding the trouble?

‘One of them is the way I think, the other is the way I am’: the lived educational experiences of autistic trans and nonbinary students in the Republic of Ireland

(Un)Confidently aspiring: the perspectives of children from diverse social class, migrant and ethnic minoritised backgrounds about their future careers

Relationality and recognition: can relational practices in alternative education interrupt narratives of educational disengagement?

Reclaiming Black Irish school narratives: an autoethnographic counter-narrative of unequal schooling

Ireland’s ESD to 2030: second national strategy on education for sustainable development: enough to catalyse sociocultural transformation?

Theorizing a we-speak-for-ourselves storytelling approach for reconceptualizing environmental education in schools of education

Social justice leadership in Irish schools: conceptualisations, supports and barriers

把投稿要求，转成可验证的期刊方案

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Irish Educational Studies

全部论文审稿周期

Teacher social class and differences in satisfaction in disadvantaged-status schools: results from a mixed-methods study using the teacher job satisfaction scale in Ireland

Innovation or education? Creating spaces for appearance in initial teacher education

Writing plants out of secondary biology education in a time of ecological crisis – staying with or avoiding the trouble?

‘One of them is the way I think, the other is the way I am’: the lived educational experiences of autistic trans and nonbinary students in the Republic of Ireland

(Un)Confidently aspiring: the perspectives of children from diverse social class, migrant and ethnic minoritised backgrounds about their future careers

Relationality and recognition: can relational practices in alternative education interrupt narratives of educational disengagement?

Reclaiming Black Irish school narratives: an autoethnographic counter-narrative of unequal schooling

Ireland’s ESD to 2030: second national strategy on education for sustainable development: enough to catalyse sociocultural transformation?

Theorizing a we-speak-for-ourselves storytelling approach for reconceptualizing environmental education in schools of education

Social justice leadership in Irish schools: conceptualisations, supports and barriers

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