Journal Guide

There are very few if any journals of the field of vocational education and training (broadly defined) that can match the consistent quality and relevance of content attained by the Journal of Education and WorkDr Ewart Keep, ESRC Centre on Skills, Knowledge & Organisational Performance, University of WarwickFor more testimonials, please click on Customer FeedbackThe Journal of Education and Work is an international forum for academic research and policy analysis which focuses on the interplay of the education and economic systems.The journal examines how knowledge, skills, values and attitudes both about and for work and employment are developed within the education system. The journal also explores the various forms of industrial training and accreditation in the economic system, including changes in the economic and industrial infrastructure which influence the type of employees required. Work in the informal economy is also included.The Journal of Education and Work has a particular interest in comparative studies of skill formation and especially the transition from education to employment, how this process is structured and managed, and its effects on the young people, schools, colleges, universities and employers.The journal publishes interdisciplinary papers which reflect the multifaceted nature of the journal's concerns. Articles are welcome from economists, psychologists, sociologists, educationalists, and policy analysts. The journal publishes case studies from practitioners which present innovation grounded in relevant literature and debate.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. Peer Review Policy: All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers.

The Journal of Education for Students Placed At Risk (JESPAR) is the only academic journal to date which provides quantitative and qualitative research focused exclusively on improving the education of students placed at risk. JESPAR publishes literature and report reviews, research articles on promising reform programs, and case studies on "schools that work"; in doing so, JESPAR facilitates communication among all the stakeholders--researchers, policymakers, and educators--who are actively involved in thwarting the academic failure of students placed at risk.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Education for Teaching (JET) is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets 'teacher education' in the widest sense, to include initial training, in-service education and the broad field of staff development. JET welcomes scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.Peer Review:All research articles published in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous international referees.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 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.

Co-sponsored by the American Statistical Association, the Journal of Educational and Behavioral Statistics (JEBS) publishes articles that develop original statistical methods useful for the applied statistician working in educational or behavioral research. Typical articles present new methods of analysis. In addition, critical reviews of current practice, tutorial presentations of less well-known methods, and novel applications of already known methods are published.