Journal Guide

Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline.

The defining feature of Educational Psychology in Practice is that it aims to publish refereed articles representing theory, research and practice which is of relevance to practising educational psychologists in the UK and beyond. In its focus on applied psychology it occupies an important complementary position to those journals which emphasise the experimental work of academic psychologists. Whilst the majority of articles submitted to the journal are written by practising psychologists in the UK, submissions are welcomed from outside the profession and from outside the UK.The journal promotes an interdisciplinary approach, reflected in articles which report major pieces of research, debate issues, detail project evaluations, note research, and describe aspects of professional practice. Content also includes book and software reviews, letters, and brief resource updates. Educational Psychology in Practice is the major publication of the Association for Educational Psychologists, the professional association for over 2000 educational psychologists in England, Wales and Northern Ireland.Table of Contents - Vol.1 1985 - Vol. 3 1987Peer Review:All research and practice articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Referees are usually practicing educational psychologists and are elected by members of the Association for Educational Psychologists to serve on the Editorial Board of the journal.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and The Association for Educational Psychologists make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and The Association for Educational Psychologists and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and The Association for Educational Psychologists.

Free online access to editorial: Supporting vulnerable children and young people Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field. The wide coverage allows discussion of topical issues and policies affecting education institutions worldwide. Subjects Educational Research has recently covered include: * assessment * education policy * students' attitudes * study support * social deprivation * special educational needs * school culture * teachers' image of themselves * bullyingInformation on Structured Abstracts Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and NFER makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and NFER and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and NFER.

Educational Research Review is a new international journal aimed at researchers and various agencies interested to review studies in education and instruction at any level. The journal will accept meta-analytic reviews, narrative reviews and best-evidence syntheses.Diverse types of reviews can be accepted:• Research reviews: Reviews aimed at comparing research on similar or related topics.• Theoretical reviews: Reviews able to critically describe the evolution of theories and the way they are understood in different contexts.• Methodological reviews: Reviews devoted to methods and methodologies used in education.• Thematic reviews: Reviews based on description of particular areas of the literature, or particular educational approaches or learning models.• Theoretical contributions - state-of-the-art papers relating issues, comparisons, and analyses to the application of methods and models to the educational process.• Research critiques - reviews on selected educational topics reflecting implications for the field of education.• Forum Papers - shorter articles presenting new ideas, or responses to published material stimulating debate, but well founded in the existing literature.• Instructional techniques - reports on instructional techniques when the use of adequate controls demonstrates the validity of the findings.Membership Benefits:Members of the European Association for Research on Learning and Instruction (EARLI) receive online access to Educational Research Review for free as a member benefit.

International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective. Articles about student-level issues are as welcome as discussions of classroom-, school-, or country-level issues, or of the interrelations between these levels. Papers may address fundamental studies as well as evaluation studies, provided that they pertain to matters of worldwide relevance, and that they link research and educational practice.The journal is also eclectic in its methodological approach. A wide range of quantitative and qualitative methods, and the combination of quantitative and qualitative methods, are strongly encouraged. The journal also invites review articles, meta-analyses, and position papers. The journal has a strong record of publishing special issues. The editor welcomes suggestions for issues dedicated to a particular theme. Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Educational Research for Policy and Practice, the official journal of the Asia-Pacific Educational Research Association, aims to improve education and educational research in Asia and the Pacific by promoting the dissemination of high quality research which addresses key issues in educational policy and practice. Therefore, priority will be given to research which has generated a substantive result of importance for educational policy and practice: to analyses of global forces, regional trends and national educational reforms: and to studies of key issues in teaching, learning and development - such as the challenges to be faced in learning to live together in what is the largest and most diverse region of the world. With a broad coverage of education in all sectors and levels of education, the Journal seeks to promote the contribution of educational research, both quantitative and qualitative, to system-wide reforms and policy making on the one hand, and to resolving specific problems facing teachers and learners at a particular level of education in the Asia-Pacific region on the other.

Education systems worldwide face many common problems as global forces reshape our institutions and lives, while at the same time, the research and problems facing education in Asia and the Pacific reflect its rich cultural and scholarly traditions as well as specific economic and social realities. Educators and researchers can learn from significant investigations, reform programmes, evaluations and case studies of innovations in countries and cultures other than their own. One purpose of this Journal is to make such investigations within the Asian-Pacific region more widely known.

Educational Researcher publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines. Published nine times a year, ER aims to make major programmatic research and new findings of broad importance widely accessible.

Educational Review is a leading journal for generic educational research and scholarship. For over half a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education. The editors welcome informed papers from new and established scholars which encourage and enhance academic debate. The journal offers four editions a year; three editions publish non-commissioned papers and one special issue focuses on specific themes. The Board invites proposals for special editions as well as commissioning them. A regular feature of the journal is state-of-the-art reviews on issues across the educational spectrum. An extensive range of recently published books is reviewed. Readership is aimed at educationists, researchers, and policy makers. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and The Editors of Educational Review make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and The Editors of Educational Review and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and The Editors of Educational Review.

Educational Studies, as the journal of The American Educational Studies Association (AESA), invites submissions relevant to AESA and the disciplines of social and educational foundations. AESA was established in 1968 as an international learned society for scholars, researchers, teacher educators, students, teachers, and administrators who are interested in social and educational foundations, both in and outside of schools. The organization has attracted scholars who engage within the disciplines of anthropology, economics, history, philosophy, politics, and sociology of education, as well as race/ethnic, gender, queer, cultural, comparative, and transnational studies. Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the above-mentioned fields of study. In addition to research articles, the journal invites submissions of reviews of books, films/documentaries, arts and new media, essays dealing with pedagogical issues in the Social Foundations courses; and other creative works relevant to Social and Educational Foundations scholarship.

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Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education and its closely related disciplines. Papers should constitute original research, and should be methodologically sound, theoretically informed and of relevance to an international audience. The journal is particularly interested in research that aims to inform educational practice(s) within and/or across sectors. Whilst the journal is principally concerned with the social sciences, contributions from a wider field are encouraged. Brief Reports Educational Studies has introduced a section of Brief Reports. Articles suitable for this section will be brief summaries of research, accounts of new strategies or the application of established strategies in novel settings, teaching schemes, critical reviews of manuals and on-line material, techniques and systems which support education and in particular, teaching and learning. Submissions should follow the guidelines for contributors, but are restricted to a maximum of 1500 words. Submissions should include no more than six references and only one table or figure. All submissions for Brief Reports will be peer-reviewed. See: www.informaworld.com/edstudies for full submission details Peer Review Policy: All articles published in this journal have undergone rigorous peer review, by all members of the editorial board. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Educational Studies in Mathematics presents new ideas and developments of major importance to practitioners working in the field of mathematical education. It reflects both the variety of research concerns within the field and the range of methods used to study them. Articles deal with didactical, methodological and pedagogical subjects, rather than with specific programs for teaching mathematics. The journal emphasizes high-level articles that go beyond local or national interest.