Search results for: Tracey Terence J. G.

This article updates previous attempts to identify a core set of journals that most education scholars would acknowledge as consequential sources. On the basis of nominations from a panel of experts, 11 primary journals were identified; three of these journals were nominated by at least one third of the respondents. The impact of these journals is assessed using a number of alternative metrics. In addition, differences in impact on policy and practice versus scholarship are considered.