0.7(top 50%)
impact factor
855(top 20%)
papers
5.7K(top 20%)
citations
32(top 20%)
h-index
0.7(top 50%)
extended IF
998
all documents
6.6K
doc citations
49(top 20%)
g-index

Top Articles

#TitleJournalYearCitations
1Critical Thinking: Why Is It So Hard to Teach?Arts Education Policy Review2008313
2The Subservient, Co-Equal, Affective, and Social Integration Styles and their Implications for the ArtsArts Education Policy Review1995109
3Seeking Challenge, Finding Skill: Flow Experience and Music EducationArts Education Policy Review2002105
4The Arts and Academic Achievement: What the Evidence ShowsArts Education Policy Review2001100
5Teaching Creativity in Higher EducationArts Education Policy Review201091
6The development of STEAM educational policy to promote student creativity and social empowermentArts Education Policy Review201882
7The Messages behind the Methods: The Authoritarian Pedagogical Legacy in Western Concert Dance Technique Training and RehearsalsArts Education Policy Review200581
8STEAM by another name: Transdisciplinary practice in art and design educationArts Education Policy Review201864
9The New Bloom's Taxonomy: Implications for Music EducationArts Education Policy Review200762
10Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K–12 Music Teachers in the United StatesArts Education Policy Review201062
11Does Experience in the Arts Boost Academic Achievement?Arts Education Policy Review199858
12The Quest for Center: Creating a Culture for Learning in a Corporate WorldArts Education Policy Review200258
13Traits of Effective TeachersArts Education Policy Review200656
14The Career Cycle and the Second Stage of Teaching: Implications for Policy and Professional DevelopmentArts Education Policy Review201154
15Exploring the global decline of music educationArts Education Policy Review201654
16Policy Implications for Teacher Retention: Meeting the Needs of the Dual Identities of Arts EducatorsArts Education Policy Review200649
17Arts Integration and the Success of Disadvantaged Students: A Research EvaluationArts Education Policy Review201349
18The Good, the Bad, and the Ugly—Arts Partnerships in Canadian Elementary SchoolsArts Education Policy Review200347
19Professional Development within Collaborative Teacher Study Groups: Pitfalls and PromisesArts Education Policy Review201146
20From Dewey to No Child Left Behind: The Evolution and Devolution of Public Arts EducationArts Education Policy Review201044
21School—University Partnerships: What Do We Know and Why Do They Matter?Arts Education Policy Review200743
22Teaching Creatively and Teaching for CreativityArts Education Policy Review201043
23Is the edTPA the Right Choice for Evaluating Teacher Readiness?Arts Education Policy Review201543
24Teaching Music in an Era of High-Stakes Testing and Budget ReductionsArts Education Policy Review201242
25Teacher Perspectives on No Child Left Behind and Arts Education: A Case StudyArts Education Policy Review200841
26Action Research as a Professional Development ActivityArts Education Policy Review201140
27Theorizing the nexus of STEAM practiceArts Education Policy Review201839
28The Theories and Practices of Visual Culture in Art EducationArts Education Policy Review200338
29No Child Left Behind and Fine Arts ClassesArts Education Policy Review200937
30Beginning Music Teacher Induction and Mentor Policies: A Cross-State PerspectiveArts Education Policy Review200236
31Professional Development for Arts TeachersArts Education Policy Review200536
32No Child Left Behind in Art?Arts Education Policy Review200435
33The Culture of Professional Learning Communities and Connections to Improve Teacher Efficacy and Support Student LearningArts Education Policy Review201535
34Technology as Arts-Based Education: Does the Desktop Reflect the Arts?Arts Education Policy Review200634
35Arts Integration in an Era of AccountabilityArts Education Policy Review200633
36The Effects of High-Stakes Testing Policy on Arts EducationArts Education Policy Review201233
37Seismic Shifts in the Education Landscape: What Do They Mean for Arts Education and Arts Education Policy?Arts Education Policy Review201333
38Hard and Soft Policies in Music Education: Building the Capacity of Teachers to Understand, Study, and Influence ThemArts Education Policy Review200932
39“Child Art,” “Fine Art,” and “Art for Children”: The Shaping of School Practice and Implications for ChangeArts Education Policy Review199831
40Art for our Sake School Arts Classes Matter More than Ever-But Not for the Reasons You ThinkArts Education Policy Review200830
41Dance Education Matters: Rebuilding Postsecondary Dance Education for Twenty-First Century Relevance and ResonanceArts Education Policy Review201030
42Exploring the Benefits of Music-Making as Professional Development for Music TeachersArts Education Policy Review201130
43Constructivism in Music EducationArts Education Policy Review201530
44Aesthetic Teaching: Seeking a Balance between Teaching Arts and Teaching through the ArtsArts Education Policy Review201229
45An Update on No Child Left Behind and National Trends in EducationArts Education Policy Review200728
46Music teacher stress in the era of accountabilityArts Education Policy Review201628
47Transferring Individual Self-Regulation Processes from Arts to AcademicsArts Education Policy Review199727
48Looking Backwards to Reach Forward: A Strategic Architecture for Professional Development in Music EducationArts Education Policy Review201127
49Recasting Professional Development for Music Teachers in an Era of ReformArts Education Policy Review200626
50Fostering Creativity for Leadership and Leading ChangeArts Education Policy Review201026