Journal Guide

The Journal of Agricultural Education & Extension is published to inform experts who do or use research on agricultural education and extension about research conducted in this field worldwide. Information about this research is needed to improve policies, strategies, methods and practices for agricultural education and extension. The Journal of Agricultural Education & Extension accepts authorative and well-referenced scientific articles within the field of agricultural education and extension after a double-blind peer review process.Agricultural education and extension faces profound change, and therefore its core area of attention is moving towards communication, competence development and performance improvement for a wide variety of fields and audiences, most of which can be studied from a multi-disciplinary perspective, including: Communication for Development Competence Management and Development Corporate Social Responsibility and Human Resource Development Design and Implementation of Competence8211;based Education Environmental and Natural Resource Management Entrepreneurship and Learning Facilitating Multiple-Stakeholder Processes Health and Society Innovation of Agricultural-Technical Education Innovation Systems and Learning Integrated Rural Development Interdisciplinary and Social Learning Learning, Conflict and Decision Making Poverty Reduction Performance Improvement Sustainable Agricultural Production The Journal of Agricultural Education & Extension sees as the purposes of agricultural education and extension to prepare students for leadership, management, and technical support roles, to further develop the public, independent workers, volunteers and professionals, and to improve practices in the fields mentioned. This should be achieved whilst balancing people, profit and planet interests.All submissions must comply with the Instruction for Authors.Peer ReviewThe Journal of Agricultural Education & Extension ensures that all articles published in the journal have undergone rigorous peer review, based on initial screening by the editorial committee and anonymous refereeing by two referees who are active in the academic community. The purpose of the refereeing process is to ensure that articles provide relevant and accurate material for those who do and use research, including: researchers, academics, agricultural education and extension managers, trainers and experts, communication professionals, human resources specialists, and policy makers.

How will technology change the arts world? Who owns what in the information age? How will museums survive in the future? The Journal of Arts Management, Law, and Society has supplied answers to these kinds of questions for more than twenty-five years, becoming the authoritative resource for arts policymakers and analysts, sociologists, arts and cultural administrators, educators, trustees, artists, lawyers, and citizens concerned with the performing, visual, and media arts, as well as cultural affairs. Articles, commentaries, and reviews of publications address marketing, intellectual property, arts policy, arts law, governance, and cultural production and dissemination, always from a variety of philosophical, disciplinary, and national and international perspectives. The Journal of Arts Management, Law, and Society is an authoritative resource for the field of performing, visual, and media arts in particular and cultural affairs more generally. Articles, commentary, and book reviews address current and ongoing issues in arts policy, management, law, and governance from a range of philosophical and national perspectives. The journal seeks to increase communication and foster understanding among artists, public and private policymakers, cultural administrators, trustees, patrons, scholars, educators, and lawyers. Diverse disciplinary viewpoints are represented, encompassing aesthetics, economics, history, law, organizational management, political science, and sociology. A broad range of issues are addressed within the journal. Management topics might involve finance, labor relations, fundraising, marketing, or technological impacts; legal topics might include copyright, censorship, or trustee obligations; and cultural topics might involve education, historical preservation, or cultural diversity. The editors encourage writers to submit manuscripts or queries on subjects that fall within the scope outlined above to the managing editor. Articles should address a specific management or legal problem or need. They should be clear, well written, interesting, and free of jargon. Controversial topics are welcomed, but alternative viewpoints should be acknowledged and treated in a responsible manner. The length of an article depends on the subject. Articles should run on the average 258211;30 typewritten pages, including notes and references. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Behavioral Health Services & Research (JBHS&R) is a peer-reviewed, multidisciplinary journal that publishes articles on the organization, financing, delivery, and outcomes of behavioral health services, including mental health, alcohol, and substance abuse. JBHS&R provides practical and empirical contributions and explains the implications of each research article. Each issue includes an overview of contemporary concerns and recent developments in behavioral health policy and management through research articles, policy perspectives, commentaries, brief reports, and book reviews.This journal is the official publication of the National Council for Behavioral Health. 5 Year Impact Factor: 1.309 (2007)
Section 'Health Policy & Services': Rank 27 out of 40
Section 'Public, Environmental & Occupational Health': Rank 39 out of 701.309 (2007)
Section 'Health Policy & Services': Rank 27 out of 40
Section 'Public, Environmental & Occupational Health': Rank 39 out of 70

This journal provides a platform for the discussion of theoretical linguistic research into the modern and older languages and dialects of the Germanic family. The Journal of Comparative Germanic Linguistics features contributions that establish robust empirical generalizations within a formal theory of grammar that permit precise discussions. Its coverage offers cross-linguistic comparison within the Germanic family as well as elucidates issues in Germanic linguistics through the exemplary analysis of one Germanic language. Areas of linguistics examined in the journal include: morphology, phonology, pragmatics, semantics and syntax. The Journal of Comparative Germanic Linguistics also contains squibs, replies, book and dissertation reviews.

This journal provides a platform for the discussion of theoretical linguistic research into the modern and older languages and dialects of the Germanic family. The Journal of Comparative Germanic Linguistics features contributions that establish robust empirical generalizations within a formal theory of grammar that permit precise discussions. Its coverage offers cross-linguistic comparison within the Germanic family as well as elucidates issues in Germanic linguistics through the exemplary analysis of one Germanic language. Areas of linguistics examined in the journal include: morphology, phonology, pragmatics, semantics and syntax. The Journal of Comparative Germanic Linguistics also contains squibs, replies, book and dissertation reviews.

The journal features analysis of individual, business, and government decisions and actions that affect consumers' interests in the marketplace. Contributions from the social and behavioral sciences, consumer sciences, education, communication, social work, business, law, public administration and public policy are welcomed. Research articles, practical applications, and policy commentary all have a place in the journal while remaining clearly distinguished from one another. Research on issues of topical relevance to consumer markets may be of empirical or conceptual design. Insights of extraordinary significance from practice are published in the Applications section of the journal. The Commentary section is devoted to articles that present evidence-based perspectives on issues of importance to consumers.

The Journal of Continuing Education in Nursing: Continuing Competence for the Future is a monthly journal providing original, peer-reviewed articles on continuing nursing education. Directed toward all participants in continuing nursing education and staff development, the Journal provides features including teaching tips, administrative angles, and clinical updates as well as offers contact hours in each issue. The Journal also publishes the Annual Survey of State Boards of Nursing and Selected National Professional Certifying Boards/Associations, which provides our readers with the most current collected information about certification and licensure requirements for continuing education.

The Journal of Continuing Education is a quarterly journal publishing articles relevant to theory, practice, and policy development for continuing education in the health sciences. The journal presents original research and essays on subjects involving the lifelong learning of professionals, with a focus on continuous quality improvement, competency assessment, and knowledge translation. It provides thoughtful advice to those who develop, conduct, and evaluate continuing education programs. Issues contain: * Original Research that includes detailed methods, data, analysis, and reporting of implications for research and practice. Articles conclude with Lessons for Practice, summaries of key themes, or recommendations for application of the article's findings. * Innovations in Continuing Education with analysis and commentary exploring contemporary issues in professional healthcare education. * Book Reviews of key publications in healthcare planning, policy, and continuing education.

The Journal of Continuing Higher Education strives to support continuing higher education by serving as a forum for the reporting and exchange of information based on research, observations, and the experience relevant to the field. Issues are published in the winter, spring, and fall. Manuscripts (four copies) should be submitted to Editor James Broomall at: Dr. James K. Broomall, Editor, The Journal of Continuing Higher Education, Professional & Continuing Studies, John M. Clayton Hall, University of Delaware, Newark, DE 19716. Ph: (302)831-2795, Fax: (302)831-1077, Email: jbroom@udel.edu. Peer Review Policy: All major and Best Practice articles in this journal have undergone anonymous double-blind and editorial review.

The new affiliated organisation of the Journal of Development Studies is the Institute for Development Policy and Management (IDPM) - School of Environment and Development (SED), The University of Manchester, UK www.manchester.ac.uk/idpm The Journal of Development Studies was the first and is one of the best known international journals in the area of development studies. Since its foundation in 1964, it has published many seminal articles on development and opened up many new areas of debate. We invite articles from across academic disciplines, but priority is given to papers which are: * interdisciplinary * provide critical tests, based on empirical work, of alternative theories, perspectives or schools of thought * relevant to important issues in development economics, politics and policy. The editors also welcome critical surveys of the literature in important fields of development policy and practice. Each issue keeps the reader up-to-date with the latest research and also contains reviews of recently-published books on development. Please view News & Offers to find out more about the Dudley Seers Prize.

The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media. The Journal of Economic Education is published quarterly in cooperation with the National Council on Economic Education and the Advisory Committee on Economic Education of the American Economic Association. Manuscripts for the Journal of Economic Education should fall within one of the following categories: * Research in economic education: Original theoretical and empirical studies dealing with the analysis and evaluation of teaching methods, learning attitudes and interests, materials, or processes. * Economic content: Substantive issues, new ideas, and research findings in economics that may influence or can be used in the teaching of economics. * Economic instruction: Innovations in pedagogy, hardware, materials, and methods for treating traditional and newer subjects. Issues involving the way economics is taught are emphasized. * Online: The Online section identifies exemplary material for teaching and learning economics that is interactive or otherwise not conducive to traditional printed-page format. It features noncommercial work by economists and educators who are creating teaching materials using innovative electronic technology. * Features and information: Reports on the status and events that influence academic economists (the labor market, status of women and minorities, and developments within graduate and undergraduate programs). Manuscripts typically will be evaluated by two or more reviewers. Pertinent comments will be brought to the author's attention, but manuscripts will not be returned. Submissions should be clear and concise. Authors should keep in mind that our readers are economists and educators with diverse preparation in economics, statistics, and educational theory. Upon acceptance of a manuscript, authors will receive instructions about submitting a disk. Following the publication of articles in the journal, and as a condition of that publication, authors will be expected to make their data available to those who request it from them. Peer Review Policy: Papers published in this journal have undergone editor review and peer review. Publication office: Taylor & Francis, LLC, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Economic Inequality has been accepted for Social Sciences Citation Index and Current Contents/Social and Behavioral Sciences and will first appear with an Impact Factor in the 2010 Journal Citation Reports (JCR), published in June 2011.The Journal of Economic Inequality provides a forum for economic investigations and analyses of the numerous questions regarding economic and social inequalities, both at the theoretical and the empirical level. Moreover, it explores the policy implications of the field’s research findings. Among the topics addressed in the journal is the inequality of earnings and household incomes in the Western world. Moreover, the journal investigates the gap between rich and poor countries. Lastly, it examines inequalities in educational opportunities, health care, morbidity, and mortality, both within and between countries.Officially cited as: J Econ Inequal

The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow's curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth. Peer Review Policy: All articles have undergone anonymous double-blind review. Publication office: Taylor & Francis, LLC, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Based on recent research in the sciences, social sciences, and humanities, The Journal of Environmental Education details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly. Not only for teachers, JEE is for those who administer and fund environmental education programs for schools, parks, camps, recreation centers, and businesses.The Journal of Environmental Education invites submissions of unpublished articles about research; program evaluations; review articles; critical essays/analyses and commentaries. JEE seeks to publish material that advances the instruction, theory, methods, and practice of environmental education (EE) and communication. It publishes articles dealing with EE at all levels, from primary to college and community education. Subject areas include the sciences, social sciences, and humanities. Peer Review Policy: All articles in this journal have undergone rigorous, double-blind peer review based on initial editor screening and manuscript reviews by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students' self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals. The journal’s audience includes researchers and practitioners interested in advancing educational research and improving teaching, learning, and schooling. The journal is divided into three sections: Learning, Instruction, and Cognition; Motivation and Social Processes; and Measurement, Statistics, and Research Design. Authors must indicate in the cover letter to which section they are submitting their manuscript. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymour referees.

The Journal of General Psychology publishes human and animal research reflecting various methodological approaches in all areas of experimental psychology. It covers traditional topics such as physiological and comparative psychology, sensation, perception, learning, and motivation, as well as more diverse topics such as cognition, memory, language, aging, and substance abuse, or mathematical, statistical, methodological, and other theoretical investigations. The journal especially features studies that establish functional relationships, involve a series of integrated experiments, or contribute to the development of new theoretical insights or practical applications. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Genetic Psychology is devoted to research and theory in developmental psychology across the life span. We accept submissions in the areas of educational and cross-cultural comparative psychology if they are developmental in nature. The major thrust of the journal is empirical research and the exposition and criticism of theory; however, applied and descriptive articles are occasionally accepted, as are briefly reported replications and refinements, selected book review essays, and reviews of the literature. Prospective authors may submit a manuscript as a Brief Report. Brief Reports are limited to 10 double-spaced manuscript pages including the abstract, text, references, and all figures and tables. The maximum page length for all other submissions is 35 double-spaced manuscript pages including the abstract, text, references, and all figures and tables.