Journal Guide

The Journal of Educational Administration, founded in 1963, was the first international refereed journal in the field of educational leadership and management. From its inception, the JEA has sought to publish research on educational administration conducted across diverse political, economic and socio-cultural contexts. Indeed, publications featured in JEA have both anticipated and traced the evolution of educational administration into a global field of research and practice.

Expert Interview: Listen to Helen Gunter & Tanya Fitzgerald, Editors of Journal of Educational Administration and History, discuss the journalThe Journal of Educational Administration and History is an international journal committed to the publication of high quality peer reviewed articles based on conceptual and empirical research. Its remit is broad, and it is based on a field that is pluralistic with a range of projects, people and research designs. The central purpose is to communicate rigorous research that undertakes historical analyses of educational administration, leadership, management and policy. The journal's readership is international and includes policymakers, researchers, and practitioners in the field of education. Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two leading scholars in the field.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) 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.

The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.

Since 1964, Baywood Publishing Company, Inc., has been committed to publishing scholarly and professional journals and books in the social sciences and humanities. We are dedicated to serving the academic and professional communities by providing the content they require in the format —print or electronic— that best meets their needs. We constantly strive to remain a leader in publishing, and keeping in print, authored and edited books that serve as "textual touchstones" for evolving academic fields. In effect, these texts formally record the current trends in theory, research, and practice within the disciplines while also charting promising new directions for researchers, teachers, and practitioners. Areas of interest include health policy, community health, gerontology, death and bereavement, computers in education, technical communication, and imagery.

The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.

The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology.