Journal Guide

JSSAE provides a forum for discussion and analysis on the unique characteristics of sports and athletics participation in education. In a unique perspective, the Journal takes a multidisciplinary approach in examining the issues that face student athletes and sports programs throughout the United States. JSSAE intends to provide an environment that encourages the audience to think critically about the role that athletics play on college and high school campuses throughout the United States and internationally.

The Journal for the Study of the Historical Jesus provides an international forum for the academic discussion of Jesus within the context of first-century Palestine. The journal is accessible to all who are interested in how this complex topic has been addressed in the past and how it is approached today. The journal investigates the social, cultural and historical context in which Jesus lived, discusses methodological issues surrounding the reconstruction of the historical Jesus, examines the history of research on Jesus and explores how the life of Jesus has been portrayed in the arts and other media. The Journal for the Study of the Historical Jesus presents articles and book reviews discussing the latest developments in academic research in order to shed new light on Jesus and his world.

The Journal of Academic Ethics is an interdisciplinary, peer reviewed journal devoted to the examination of ethical issues related to all aspects of post-secondary education, primarily within a university context.

The journal will provide a forum for the publication and discussion of original research on a broad range of ethical considerations in research, teaching, administration and governance. In the presence of the rapidly changing global knowledge economy, there is a need for sustained inquiry into the values, purposes and functions of the world's principal institutions responsible for the creation and dissemination of knowledge. The Journal of Academic Ethics aims to encourage, foster and promote this inquiry.

Representative areas of investigation include ethical considerations in: Research e.g.,
Selection of research subjects and research methods: Treatment of human and animal subjects:
Treatment of diversity regarding race, gender, class, ethnicity:
Referencing and citation behaviour:
Grant and funding assessments:
Publication editing, refereeing processes and procedures:
Conflicts of interest:
Plagiarism, deception, fraud: and
Graduate training versus exploitation of graduate students. Teaching e.g., Broader education, including ethical education, versus disciplinary specialization:
Character deportment with respect to treatment of students, colleagues, staff - harassment, discrimination, exploitation:
Commitment to learning, keeping current in area of specialization:
Performance standards - assignments, examinations, grading, office hours, mentoring, consultations:
Carrying on the tradition (i.e. the Canon) versus challenging tradition:
Graduate training versus exploitation of graduate students: and
Online graduate and undergraduate education. Service e.g., To the institution:
To the profession:
To the larger commu, nity:
Institutional versus individual outreach:
Popularization and professional standards:
Volunteering and merit assessment: and
The role of the citizen scholar. Administration e.g., Accountability and management to all shareholders (students, the State, private and corporate donors, the public):
Philanthropy, conditionality and university autonomy:
Tenure and academic freedom:
Collective agreements:
Disciplinary matters:
Recruitment and retention (competition for students and faculty):
Administration of scholarships and bursaries:
Leadership, integrity and compromise:
Performance indicators, individual and institutional: and
Private goods and public goods. Governance e.g., Selection of Governors and Trustees:
Role of Boards of Governors, Trustees in management:
Role of government in management: and
Role of faculty and students in management. Contributions: The journal publishes articles, short research notes, letters and book reviews.

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The Journal of Access Services welcomes the submission of research, theory, and practice papers relevant to the access services in libraries and archives of all types. Access Services is the broad field and collective term of all the services that provide, facilitate, and manage the access of the clientele to the information resources acquired or made available by the libraries or archives with the aim of allowing for easy and convenient retrieval of needed information, utilization of information resources to the fullest extent, and greatest availability of resources to each of the clientele. Major responsibilities of Access Services units frequently include, but are not limited to, stacks maintenance, circulation services, document delivery and interlibrary loan, reserve reading collections, building security and maintenance, and user area maintenance. The evolution of technology has led Access Services departments to provide access to both traditional and electronic information resources, regardless of whether they are licensed, or held locally, remotely, or consortially, and demands continuous review of means for delivering the services and the kind of services that should be provided. This journal looks for best practices and new insights of the Access Services that may be based on research, studies, and experiences. Peer Review Policy: Manuscripts submitted to this journal undergo editorial screening and peer review by anonymous reviewers.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

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-à-vis a listing of educational objectives associated with the case.The 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.

The Journal of Accounting and Public Policy publishes research papers focusing on the intersection between accounting and public policy. Preference is given to papers illuminating through theoretical or empirical analysis, the effects of accounting on public policy and vice-versa. Subjects treated in this journal include the interface of accounting with economics, political science, sociology, or law. The Journal includes a section entitled Accounting Letters. This section publishes short research articles that should not exceed approximately 3,000 words. The objective of this section is to facilitate the rapid dissemination of important accounting research. Accordingly, articles submitted to this section will be reviewed within fours weeks of receipt, revisions will be limited to one, and publication will occur within four months of acceptance.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

The Journal of Accounting in Emerging Economies (JAEE) provides an authoritative overview of accounting research and progress in emerging economies. The journal encourages research relevant to development policy makers.

Journal of Accounting, Auditing and Finance (JAAF), peer-reviewed and published quarterly, is sponsored by The Vincent C. Ross Institute of Accounting Research, The Leonard N. Stern School of Business. JAAF is an indispensible resource for accounting and auditing researchers, faculty and students. Along with the exploratory and innovative works in TRACKS, JAAF offers valuable insight into developments in accounting and related fields, such as finance, economics and operations.

Journal of Adolescent Research (JAR), peer-reviewed and published bi-monthly, is the must-read publication for all academics, practitioners, policy-makers, and journalists interested in a global perspective on adolescence (ages 10-18) and emerging adulthood (ages 18-25). It publishes articles that combine both quantitative and qualitative methods, use a systematic qualitative or ethnographic approach, break new theoretical ground, or use a new methodological approach.

Journal of Adult Development, is a forum for publication of peer-reviewed, original theoretical and empirical articles on biological, psychological (cognitive, affective, valuative, behavioral), and sociocultural development in young, middle, and late adulthood. Coverage spans developments in both basic and applied research as well as quantitative and qualitative approaches to inquiry. The range of topics includes the acquisition of moral ideas and principles; the development and character of the ego; the changing nature of human relationships across the life span; relationship between the ethical atmosphere of higher education institutions and the development of adults within them; ways in which clinical interventions and adult developmental characteristics promote development in a variety of settings. Journal of Adult Development is published in collaboration with the Society for Research in Adult Development.

The Journal of Adult Protection (JAP) uniquely bridges the gap between research and practice. It is the only journal to address developments in safeguarding and adult protection across all adult service user groups.

The Journal of Adult Theological Education is an academic, peer-reviewed journal that promotes dialogue among those involved in adult theological education, whether aimed at the laity or ministry. Its perspective is both international and ecumenical. Its contribution to this field is both theoretical and practical and we encourage original research. The journal welcomes articles and book reviews or proposals for themed issues on specific aspects of the field.

JATE began life as a British Journal reflecting on methodology and pedagogy in adult theological education and that has remained the focus since it became an international journal from 2005. As we emphasise reflection and research on pedagogy (some would use the term andragogy) we make a particular contribution and therefore complement more technically focussed journals such as Theological Education and Teaching Theology and Religion.

Articles range widely; adult faith formation in congregations through both formal and informal learning; aspects of pedagogy and ministerial formation in formal university, seminary and theological college settings; lifelong learning for ministers, to name a few. We welcome articles from first-time researchers and writers who have not published yet. We seek to expand the breadth of the journal such that we welcome articles from faiths other than Christian and from as wide a range of countries and places as theological education takes place.