Teaching Artist Journal

Teaching Artist Journal 由 Taylor & Francis 出版。按 OpenAlex 近年发文统计，该刊主要发表 Art Education and Development、Diverse Music Education Insights、Creativity in Education and Neuroscience 等主题的论文，这 3 个主题约占 41.2%，主导子领域为 Visual Arts and Performing Arts。（根据 OpenAlex 主题统计与中科院分区数据生成）

The Teaching Artist Journal (TAJ) is dedicated to understanding and advancing inclusive and innovative teaching artistry by fostering critical dialogue, sharing practical insights, and advocating for equitable access to performing and visual arts education across global communities and disciplines. The mission of the Teaching Artist Journal is as follows: To explore, define, and engage with the unique role and global practice of teaching artistry through real-world case studies that illustrate its impact and application. To advance and document innovative, inclusive, and effective teaching artistry that recognizes the unique contributions of teaching artists in shaping dynamic, participatory learning environments. To serve as a vital international forum, promote interdisciplinary critical-praxis, and connect diverse teaching artists through new and transferable methods, theories, and models grounded in equity, accessibility, and cultural responsiveness. To advocate for the complex and evolving interests of teaching artists and their communities, with a commitment to uplifting underrepresented voices and perspectives. To share field-specific artistic, educative, and psycho-social insights with theorists, practitioners, and learners, fostering reciprocal exchange and deep engagement within broader areas of study. To celebrate the achievements of teaching artists, particularly those who pioneer inclusive, student-centered approaches that empower all learners. To advocate for universal access to arts experiences and emphasize the importance of equitable opportunities for creative expression. Peer Review Policy: All original research articles published in this journal have undergone rigorous peer review, based on initial editor screening and double-anonymous peer review by at least two independent expert reviewers in the teaching artist or arts education field.

摘自期刊官网 Aims & Scope

研究方向（LetPub）：EDUCATION & EDUCATIONAL RESEARCH

主编 Lucia Scheckner Co-Executive出版商官网

中科院期刊分区表

数据库收录

ESCIScopusLetPub

国际期刊预警名单：各版本均未列入LetPub

期刊官网自述收录

ERIC出版商官网

其他：ProQuest、EBSCOhost、Elsevier BV、ERIC (Education Resources Information Center)、Ovid、Taylor & Francis

期刊官网列出的收录清单，未与各数据库逐一核对；Web of Science 各子库以上方记录为准。

不同版本、大类与小类分别展示，不将不同评价口径合并为一个分区值；投稿与考核前请确认所在机构采用的版本。

影响力指标

影响因子（出版商公布） 2025

0.3出版商官网 · 2026-09-30

五年影响因子（出版商公布） 2025

0.5出版商官网 · 2026-09-30

CiteScore 2026-06

0.1LetPub · 2026-09-13

CiteScore（出版商公布） 2025

0.1出版商官网 · 2026-09-30

SJR 2026-06

0.1LetPub · 2026-09-13

SJR（出版商公布） 2025

0.1出版商官网 · 2026-09-30

SNIP 2026-06

0LetPub · 2026-09-13

SNIP（出版商公布） 2025

0.1出版商官网 · 2026-09-30

h-index

15OpenAlex · 2026-10-01

i10-index

29OpenAlex · 2026-10-01

两年平均被引

0OpenAlex · 2026-10-01

自引率

0%LetPub · 2026-09-13

Gold OA 文章占比

0%LetPub · 2026-09-13

发文规模

年文章数

10LetPub · 2026-09-13

年下载量（出版商公布）

9,000出版商官网 · 2026-09-30

不同来源的统计口径与观测时间不同，页面保留各来源原值；“出版商公布”为期刊官网自述数据。

其他来源

录用率（出版商公布）

62%出版商官网 · 2026-09-30

投稿到首次决定

161 天出版商官网 · 2026-09-30

评审方式

双盲同行评审出版商官网

社区反馈来自投稿者样本，置信度 0.5，不代表期刊承诺；“出版商公布”的时间节点定义以官网为准。

费用以期刊官网为准；不同来源的观测时间可能不同，页面保留各来源原值，不做平均。

摘录来自期刊官网页面，仅保留原文片段；“模型摘要”由 Workers AI 生成并经原文校验，以官网为准。

出版商

Taylor & Francis

ISSN

1541-1796

电子版 ISSN

1541-180X

官网最新一期

Volume 23, Issue 1-2（2026 年）

官方链接

• 期刊主页 ↗LetPub
• 投稿系统 ↗出版商官网
• 专刊 / 特刊征稿 ↗出版商官网