Journals in Education
Journals in Education
Supporting scholars, educators, and policymakers, this collection covers teaching methods, curriculum development, and educational psychology. It features innovative strategies, policy analysis, and technology integration that enhance learning environments, promote equity, and foster lifelong learning. These resources address contemporary challenges in education worldwide.
The International Journal of Management Education
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.The editors particularly welcome submissions on: • Critical perspectives on education and its institutional development in all the business and management disciplines; • Changes in the structure of business and management education and the changing roles of management educators; • Relationships of business and management programmes to employers' needs; • Globalisation of business and responsible management education in advancing the United Nations Sustainable Development Goals.By promoting critical discussion on current innovations within these areas, the journal represents an excellent forum for highlighting the profile of management education on both a national and international level.The International Journal of Management Education is the outlet for educational research and developments within business, management, accountancy and finance.Professor Neil Marriott Deputy Vice Chancellor Dean, Faculty of Business, Law and Sport Director, Winchester Business School- ISSN: 1472-8117
Learning, Culture and Social Interaction
Affiliated with European Association for Research on Learning and Instruction (EARLI)Much of the most important learning happens through social interaction. Learning, Culture and Social Interaction is an international journal devoted to the publication of high-quality research on learning within, and through, social practices. Its particular focus is on understanding how learning and development are embedded in social and cultural activities, and how individuals and collective practices are transformed through learning.Such understanding requires a careful analysis of learning in social context, and of the communicative processes involved. In-depth studies of interaction in schools (in various subjects and settings), universities, work-places, voluntary organizations, public agencies, hospitals, laboratories and other institutional settings will be welcome, as well as studies of informal settings such as everyday conversations, play settings, youth clubs, games and other cultural practices. Longitudinal studies of learning trajectories are relevant as are analyses of contexts and interactional patterns that hinder learning. The important point is that the relationships between cultures, social interaction and learners (and teachers) are in focus.The term 'interaction' includes forms of communication which take place through technologies of various kinds (telephone, the Internet, presentation technologies and so on). Interaction between people and artefacts, insofar as they address learning, are also relevant. Thus, the focus is not exclusively on face-to-face interaction. Also, issues of collective forms of learning characterizing systematic change, institutional development and communities of practice are central for the journal.The journal is multidisciplinary and invites scholars from relevant disciplines including psychology, anthropology, linguistics, sociology, communication studies and all areas of educational research. Data may come from ethnographies, experimental approaches, intervention studies, case studies, interviews, questionnaires, self-reports, cross-cultural comparisons, archives etc. Articles of different kinds will be welcome: reports of empirical research, theoretically orientated analyses, contributions to method, literature reviews, meta-analyses of research etc. There will be no restrictions when it comes to age levels or social settings. A strong expectation will be that authors write clearly and accessibly for an international and multidisciplinary audience.- ISSN: 2210-6561
Contemporary Educational Psychology
Contemporary Educational Psychology publishes empirical research from around the globe that substantively advances, extends, or re-envisions the ongoing discourse in educational psychology research and practice. Publishable manuscripts must be grounded in a rich, inclusive theoretical and empirical framework that gives way to critical and timely questions facing educational psychology. Further, general and specific questions should be closely linked to the selected methodological approach and authors should include actionable implications for education research and practice. In all cases, accepted manuscripts will advance cutting edge theoretical and methodological perspectives that address critical and timely education questions.The journal welcomes rigorously conducted qualitative, quantitative, and mixed-methods contemporary empirical research within educational psychology. The journal also aims to publish research that employs participant samples representative of the intended population and engaged in authentic teaching or learning contexts, through either formal or informal settings. The journal highly encourages empirical research that exemplifies values of inclusion within education.In addition to novel, empirical studies rooted in primary data or data sources, submissions may include:Purposeful replication studies designed to extend our understanding of fundamental relationships or processes,Measuremen... or validation studies that include a second, related empirical study that aligns with the editorial goals outlined above,Meta-analyses that have clear implications for teaching and learning, andSelf-report studies involving novel respondents, methodologies, and/or situated in unique contexts.- ISSN: 0361-476X
System
An International Journal of Educational Technology and Applied LinguisticsThis international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English, Chinese, Arabic, etc.) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.- ISSN: 0346-251X
Journal of Accounting Education
The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide.The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objectiv... or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.T... Best Practices section includes individual and institutional practices related to, for example, student recruitment, student advising, student retention, alumni relations, and efforts to integrate accounting practice and accounting education. These articles are typically shorter in length than Main Section (i.e., research-based) articles. While such papers do not need evidence obtained on the basis of an experimental design (e.g., pre- versus post-test comparison), some evidence regarding the value or benefit of the best practice should be included, along with a discussion of relevant costs (out-of-pocket as well as opportunity costs, such as faculty time, practitioner involvement, etc.). Finally, note that the JAEd publishes manuscripts on all topics that are relevant to accounting education, including uses of technology, learning styles, assessment, curriculum, and faculty-related issues.- ISSN: 0748-5751
Teaching and Teacher Education
Teaching and Teacher Education is an international journal dedicated to advancing knowledge on teaching as a professional practice, teacher education, and teachers’ development across all educational stages—from early childhood to higher education. The journal emphasises situating this research within a global perspective and addressing issues of international significance. It prioritises studies that inform and advance teachers’ and teacher educators’ knowledge, practice, and growth, including areas such as identity, well-being, motivation, and professional learning. The teacher and the act of teaching are central to the journal's focus.The journal embraces a multidisciplinary approach, welcoming diverse methodologies, disciplines, and paradigms. It accepts qualitative, quantitative, and mixed-method studies and high-quality review studies that thoroughly evaluate and synthesise existing research to address specific empirical and/or theoretical questions.Submission... to the journal are expected to be firmly grounded in the current international teaching and teacher education research literature, offering substantial new empirical findings and/or theoretical insights. To be considered for publication, submissions must exhibit significant originality and make substantive contributions to advancing theory, research, or practice in the international teaching and teacher education field.Authors whose manuscripts have a more limited scope or address issues pertinent to a specific disciplinary, national, or regional audience are encouraged to submit their work to journals specialising in these areas. Prospective authors are also reminded of the following essential considerations:Manus... must be thoroughly proofread and adhere to academic and ethical standards.Research should incorporate an international perspective and/or address globally relevant issues.Submissions must demonstrate substantial originality, engage deeply with recent international teaching and teacher education research literature, and have a robust theoretical grounding.Manuscript... that do not meet these criteria or the journal’s rigorous standards for impact and quality will not be forwarded for review.The following types of manuscripts will not be considered:Book reviewsEssays or conceptual papers that lack empirical evidenceFrameworks or models that are not supported by empirical data and critical analysisValidation studies that are limited to basic instrument testing without broader analytical or theoretical contributionReplicat... studies that do not clearly demonstrate originality or extend existing knowledgeReports, descriptions, or evaluations of policy or practice that lack critical and theoretical analysisLocal case studies that are not contextualised or do not offer broader international relevanceLarge-scale surveys that are not grounded in critical and theoretical analysisBibliometric or content analysesUnsolicited proposals for guest editorships or special issues will also not be accepted.- ISSN: 0742-051X
Studies in Educational Evaluation
Studies in Educational Evaluation publishes high-quality scholarly work that improves knowledge, theory, policy, and practice in educational evaluation and assessment across diverse educational contexts worldwide. The journal provides an international forum for research in the field of educational evaluation. Papers are expected to draw implications for either the evaluation of educational personnel and educational institutions, or for the evaluation of programs and students. Papers presenting results of validation studies without drawing theoretical and/or methodological implications for the field of evaluation, are not under the scope of this journal. The journal welcomes studies addressing evaluation across all levels of education (from early childhood to higher education), lifelong learning, and professional development and demonstrating a strong contribution of the conducted research to theory, policy and practice of the field of evaluation. More specifically, the journal encourages submissions that:Advance conceptual, theoretical, or methodological developments in educational evaluation and assessment.Examine how evaluation informs educational improvement, accountability, and policy development.Investig... evaluation practices related to teacher development, leadership, curriculum innovation, school effectiveness, and system reform.Address issues of equity, inclusion, fairness, and cultural responsiveness in educational evaluation and assessment.Present cross-national, comparative, or contextually grounded studies whose implications extend beyond a single educational setting. Explore innovative approaches to evaluation, including the use of artificial intelligence, and technology-enhanced evaluation practices.Types of ArticlesThree types of articles are published by the journal:Empirical studies (including evaluation studies) related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment;Systemati... syntheses, meta-analyses or qualitative reviews of studies in the field of educational evaluation and assessment;Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries.The journal welcomes research employing quantitative, qualitative, and mixed-methods methodological approaches. Contributions may focus either on a single educational context or system, or on international and cross-national settings, provided that the findings engage with broader scholarly debates and offer insights of relevance to an international audience.While Studies in Educational Evaluation recognizes the importance of measurement in educational research, manuscripts that focus solely on instrument development, psychometric analysis, or validation studies without a clear and substantive connection to educational evaluation processes, practices, or implications, fall outside the scope of the journal. The journal prioritizes studies that use assessment or measurement as part of broader evaluation investigation related to educational programs, policies, systems, or outcomes.- ISSN: 0191-491X
The Journal of Mathematical Behavior
The Journal of Mathematical Behavior is an international, double anonymized peer reviewed journal concerned with the learning and teaching of mathematics. Our fundamental goal is to publish research of the highest quality that expands understanding of how people build, retain, communicate, apply, and comprehend mathematical ideas. The Journal of Mathematical Behavior welcomes theoretical and empirical research from diverse methodologies and paradigms. The journal focuses on research about learning and teaching of mathematics at all ages, in formal as well as informal contexts. The intended audience for this journal includes researchers who concentrate on the learning and teaching of mathematics, learning scientists, mathematicians, educators, teachers of mathematics, cognitive scientists, and linguists.- ISSN: 0732-3123
Computers & Education
Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and particularly on the implications for learning and teaching. Computers as a delivery platform only is insufficient. Detailed information on implementation architecture should NOT be included in the paper, but may be provided via URLs.We welcome systematic review papers and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. See PRISMA guidelines for further advice.Authors should take care to refer to and abide by the author guidelines. Papers that do not address the criteria outlined in the author guidelines will be returned without review. Authors are also welcome to submit to the journal's open access companion titles, Computers & Education Open or Computers & Education: Artificial Intelligence.- ISSN: 0360-1315
International Journal of Educational Research
The International Journal of Educational Research (IJER) publishes high-quality research that advances understanding of education, learning, and development across all educational stages and diverse international contexts. The journal serves researchers, practitioners, and policy makers, providing a platform for rigorous, relevant, and impactful studies.IJER aims to:Advance Knowledge and Theory: Publish research that makes significant theoretical, empirical, or conceptual contributions to understanding educational processes and outcomes of education, learning, and development across all educational stages and contexts.Ensure International Relevance: Encourage studies whose findings, implications, or methods are applicable across multiple educational contexts worldwide.Support Methodological and Paradigmatic Diversity: Welcome research using quantitative, qualitative, mixed, or innovative approaches, and from diverse theoretical perspectives.Promote Innovation and Critical Perspectives: Highlight studies that challenge established paradigms, introduce new ideas, or offer alternative approaches to educational research.Address Contemporary and Emerging Issues: Focus on research related to current global educational challenges, including technology and AI, social-emotional learning, learner and teacher well-being, equity and inclusion, culturally responsive pedagogy, personalized learning, sustainability, and global education trends.Foster Ethical, Inclusive, and Collaborative Research: Value ethical rigor, inclusivity of diverse voices and knowledge traditions, and international collaboration, including team-based and cross-national research initiatives.Communic... Clearly and Accessibly: Encourage authors to present research in a way that is understandable and meaningful to a broad international audience of researchers, practitioners, and policy makers.Through these aims, IJER maintains its commitment to publishing high-quality, internationally significant research while embracing innovation, diversity, and the evolving challenges in education globally.What can papers be about?Papers can be on any contemporary educational topic of international interest. Reports of high quality educational research involving any discipline and methodology will be welcome. However, the journal's aim is to ensure it publishes high quality research that could potentially inform research, policy, or practice beyond the context in which the original work is undertaken.The research reported does not have to be comparative in the traditional sense of comparing aspects of education in different countries or cultures; a paper may report research carried out in just one location or cultural setting. Work can be drawn from any context or research paradigm. All papers, even those that focus on only one country's case study, must engage with broader theories and discussions in the field. We are specifically looking for originality and clear significance to an international readership.All manuscripts submitted to the Journal must have the following features:Explanation of how the question addressed in the paper relates to the existing literature;Explicitl... stated research question;Detailed description of the research design and data analysis;Discussion of the results (a) in light of the existing literature, (b) highlighting how the results inform research, policy, or practice beyond the context in which the original work is undertaken;All advice listed in the 'Instructions for Authors' must be followedAs well as papers, which report the findings of empirical research, papers, which provide critical literature reviews of research on specific educational topics of international interest, will also be welcome. Literature reviews need to explain in great detail the systematic procedures used for the selection of the literature included in the analysis.Types of publicationThe International Journal of Educational Research publishes research papers and special issues on specific topics of interest to international audiences of educational researchers.Special issues are usually composed of thematic manuscripts handled by a guest editor. Guest editors have responsibility for putting together the author team and handling the peer review process. Note that proposals for Special Issues must also follow the format descripted in the Guide for Authors.How are papers assessed?Papers (including those in special issues) are subject to a peer review process, using an international panel of researchers who are expert in relevant fields. Referees are asked to judge the quality of research and also the relevance and accessibility of a paper for an international audience. The journal uses double anonymized peer reviews, meaning any reviewers are unable to establish the author(s) of a manuscript. For special issues, referees are asked first to judge the quality of a proposal, and then to judge the entire contents of a draft issue. More detailed information on this process is provided under Guide for Authors.- ISSN: 0883-0355
