(2008). Critical Thinking: Why Is It So Hard to Teach? Arts Education Policy Review: Vol. 109, No. 4, pp. 21-32.
Arts Education Policy Review Template
Write in a clean editor, then format for Arts Education Policy Review in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the Arts Education Policy Review format
Arts Education Policy Review is a peer-reviewed journal published by Taylor & Francis, covering Diverse Music Education Insights, Art Education and Development, Cultural Industries and Urban Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Arts Education Policy Review 12 (3): 45–58.
Formats any DOI in Arts Education Policy Review style. No sign-up. |
| Publishes research in | Diverse Music Education Insights Art Education and Development Cultural Industries and Urban Development Teacher Education and Leadership Studies Creativity in Education and Neuroscience |
| ISSN | 1063-2913 |
| Citation impact (2-yr) | 1.91 |
| h-index | 51 |
| i10-index | 344 |
| Total citations | 13,967 |
| Top institutions publishing here | University of Illinois Urbana-Champaign |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Arts Education Policy Review per year
Citation impact of Arts Education Policy Review by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Arts Education Policy Review
(1998). Does Experience in the Arts Boost Academic Achievement? Arts Education Policy Review: Vol. 100, No. 1, pp. 32-40.
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLois Hetland Lois Hetland is project manager for REAP at the Harvard Graduate School of Education. Ellen Winner is principal investigator for REAP at Boston College and Harvard Graduate School of Education.
(1995). The Subservient, Co-Equal, Affective, and Social Integration Styles and their Implications for the Arts. Arts Education Policy Review: Vol. 96, No. 5, pp. 31-37.
Abstract Individual creativity is ubiquitous. New technologies both enable and urge fresh approaches to creativity in the context of education. University-level education offers a natural place to adjust pedagogical structures in favor of a more individual approach to learning that organizes the intellectual community into new patters of interaction and time allocation. This direction is…