Journal Guide

Dynamics of Asymmetric Conflict (DAC) is a pioneering interdisciplinary journal that publishes original papers and reviews that contribute to understanding and ameliorating conflicts between states and non-state challengers. These conflicts too often lead to violence, sometimes to the extremes of terrorism or genocide. Understanding the trajectory to violence requires examination of conflicts that do not escalate to violence as well as those that do. This means studying individuals, groups, and movements who challenge the state without violence, as well as those who turn to radicalism and terrorism. Similarly, it is necessary to study state agents, agencies, and policy makers who respond to challenge without violence, as well as those who turn to torture, ethnic cleansing and genocide.It follows from this multi-level and dynamic perspective that every social science is welcome in the journal. Scholars from anthropology, communications, criminology, economics, geography, history, political science, psychology and sociology are invited to join in a new subculture that includes policy makers, analysts, and officers of police, military and intelligence services, as well as officers of non-governmental organizations and foundations interested in peace and conflict. DAC aims to support an academic-practitioner community that will learn how to prevent and ameliorate violence between states and non-state challengers.The form of contributions is open, and may include interview reports, case histories, survey research, experiments, text analyses, formal modelling, empirical or theoretical reviews, notes identifying new directions of research needed or in progress, and media reviews.Contributions may be between 1,000-5,000 words; acceptance will be based on value per page such that longer contributions must make larger contributions.Special IssuesThe editors will occasionally invite related papers on a special topic, with the aim of publishing these papers as a special issue of the journal. Special issue authors are encouraged to offer their papers together as a panel presentation at a conference or annual meeting that can provide feedback and context in relation to the topic of interest.KeywordsActivism; conflict resolution; conflict transformation; dehumanization; ethnic cleansing; ethnic conflict; extremism; fanaticism; globalization; insurgency; negotiation; political violence; peacebuilding; protest; radicalization; rebellion; repression; social movement; state terrorism; transitional justice; torture.Peer Review IntegrityAll research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.Disclaimer NoticeTaylor & 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 expressed 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.

Early Child Development and Care is a multidisciplinary publication that serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children. The periodical provides English translations of work in this field that has been published in other languages, and original English papers on all aspects of early child development and care: descriptive and evaluative articles on social, educational and preventive medical programs for young children, experimental and observational studies, critical reviews and summary articles. In addition to scientific papers, the periodical will contain book reviews, reports on conferences and other items of interest.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 make 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.

Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades.EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs. It is a publication established as a continuing forum for research and general policy articles in the rapidly growing area of early education services for the preschool child.The scope of Early Education and Development includes: children with disabilities, preschool and childcare programs, research on remedial programs, instructional and developmental techniques, school district and community policies, kindergarten screening, assessment devices and approaches, parental role and competencies, staff competencies, social and physical environment, school readiness, and early education and intervention. 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. Insofar as authors follow our instruction to completely blind their submissions, all review is double-blind. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Early Modern French Studies (formerly Seventeenth-Century French Studies) publishes high-quality, peer-reviewed, original articles in English and French on a broad range of literary, cultural, methodological, and theoretical topics relating to the study of early modern France. The journal has expanded its historical scope and now covers work on the sixteenth, seventeenth, and eighteenth centuries. Within this period of French literary and cultural history, the journal particularly welcomes work that will relate to the term 'early modern', as well as work that will interrogate it. It will continue to publish special issues devoted to particular topics (such as the highly successful 2014 special issue on the cultural history of fans) as well as individual submissions.

EMFS brings to its readership the work of both established figures and young researchers, and has historically provided a unique forum for the strong UK tradition of scholarship in the field. The journal is the official publication of the Society for Seventeenth-Century French Studies and was first published in 1979. Since then, the journal’s increasingly broad and inclusive stance has widened to include the full range of early modern artistic, musical, philosophical, scientific, political, and material concerns. Interdisciplinary in its interests and international in its scope, the journal continues to encourage contributions from throughout the UK, the US, France, Portugal, Sweden, Turkey, and the Republic of Ireland, among others.

Early Popular Visual Culture (EPVC) is a peer-reviewed, academic journal dedicated to stimulating research and interdisciplinary studies in relation to all forms of popular visual culture before 1930. EPVC examines the use and exploitation of popular cultural forms such as (but not limited to) cinema, photography, magic lanterns and music hall within the fields of entertainment, education, science, advertising and the domestic environment, and is primarily concerned with the evolving social, technological and economic contexts which such popular cultural products inhabited and defined. The journal contains a range of historical and theoretical readings of early popular visual culture, as well as offering selected facsimile materials of obscure and rare sources, reviews and research reports. There are also regular special thematic issues. The journal will be supported by the Visual Delights conference series and regular study-days. Peer Review Policy: 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 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.

The importance of early childhood education and care in providing the foundations for lifelong learning is now widely acknowledged. Early Years: An International Journal of Research and Development aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies.As the official journal of TACTYC (Association for the professional development of early years educators), Early Years publishes up-to-date papers on all issues associated with early years education.There is a growing diversity of approaches to training early years practitioners for complex and demanding work within multi professional teams and with families from diverse social and cultural backgrounds. The editors welcome original, rigorous and clearly written contributions, in English, which: relate to the training, education and continuing professional development of all early years practitioners including managers, support staff, qualified teachers and higher education academics teaching on early childhood courses and specialisms compare the experiences, development needs and responsibilities of children, parents and practitioners in different kinds of setting and contexts report on research projects review work across an area of research present a detailed analysis of the experiences of individuals or small groups explore new approaches to the publication of knowledge about working with children Since 1978 TACTYC has sought, through its Journal and related activites, to provide a voice for all educators who work with young children. As a professional association with its own membership, TACTYC lobbies for the raising of standards in early years provision and promotes discussion of all issues associated with the training and development of early years practitioners.Membership of TACTYC includes a subscription to Early Years. For further information on how to join TACTYC, please visit www.tactyc.org.ukPeer 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 TACTYC make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and TACTYC 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 TACTYC .

Sponsored by the Ministry of Science and Technology, Taiwan, East Asian Science, Technology and Society: An International Journal (EASTS) aims to bring together East Asian and Western scholars from the fields of science, technology, and society (STS). Examining issues such as human embryonic stem-cell research, family and reproductive technologies, and the globalization of Chinese medicine, the journal publishes research on how society and culture in East Asia interact with science, technology, and medicine. EASTS serves as a gathering place to facilitate the growing efforts of STS networks from Northeast Asia, Southeast Asia, North America, and Europe to foster an internationally open and inclusive community.

East European Jewish Affairs (formerly Soviet Jewish Affairs) is an interdisciplinary journal which is essential for an understanding of the position and prospects of Jews in the former Soviet Union and the countries of East-Central Europe. It deals with issues in historical perspective and in the context of general, social, economic, political, and cultural developments in the region. The journal includes analytical, in-depth articles; review articles; archival documents; conference notes; and annotated books. From 1 January 2000 East European Jewish Affairs has been published under the aegis of the Department of Hebrew and Jewish Studies, University College London and the Oxford Institute for Yiddish Studies. Contents and Abstracts of issues prior to 30.1 will not therefore be available on this siteDisclaimer 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.

Eastern European Economics publishes original research on the newly emerging economies of Central and Eastern Europe, with coverage of the ongoing processes of transition to market economics in different countries, their integration into the broader European and global economies, and the ramifications of the 2008-9 financial crisis. An introduction by the journal's editor adds context and expert insights on the articles presented in each issue."Articles ranging from 10 to 20 pages in length are authored by renowned scholars from various Eastern European countries and are well documented... in excellent English, making them interesting and enlightening to those professionally concerned with this field. Highly recommended for acquisitions by academic and special libraries with programs covering Eastern European economics and business.

Peer Review Protocol As the incidence and awareness of eating disorders continues to rise, it has become apparent that there is a need for a comprehensive source detailing the multidisciplinary approaches to the treatment and education of this growing problem. Eating Disorders places itself in the epicenter of this innovative work. Now in its fifteenth year, Eating Disorders is contemporary and wide ranging, and takes a fundamentally practical, humanistic, compassionate view of clients and their presenting problems. You'l find a multidisciplinary perspective that considers the essential cultural, social, familial, and personal elements that not only foster eating-related problems, but also furnish clues that facilitate the most effective possible therapies and treatment approaches. A distinguished international editorial board ensures that Eating Disorders will continuously reflect the variety of current theories and treatment approaches in the eating disorders arena. From anorexia nervosa to bingeing to yo-yo dieting, editors and contributors explore eating disorders from a number of exciting, sometimes unexpected, and always thought-provoking angles. Regular features of the journal include: * Q & A * Book Reviews * How I Practice * The Last Word Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

This unique journal publishes original articles that contribute to the understanding of psychological and behavioral processes as they occur within the ecological constraints of animal-environment systems. It focuses on problems of perception, action, cognition, communication, learning, development, and evolution in all species, to the extent that those problems derive from a consideration of whole animal-environment systems, rather than animals or their environments in isolation from each other. Significant contributions may come from such diverse fields as human experimental psychology, developmental/social psychology, animal behavior, human factors, fine arts, communication, computer science, philosophy, physical education and therapy, speech and hearing, and vision research. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Ecology of Food and Nutrition is an international journal of food and nutrition in the broadest sense. The journal publishes peer-reviewed articles on all aspects of food and nutrition -- ecological, biological, and cultural. Ecology of Food and Nutrition strives to become a forum for disseminating scholarly information on the holistic and cross-cultural dimensions of the study of food and nutrition. It emphasizes foods and food systems not only in terms of their utilization to satisfy human nutritional needs, but also to promote and contest social and cultural identity. The content scope is thus wide -- articles may focus on the relationship between food and nutrition, food taboos and preferences, ecology and political economy of food, food marketing and transportation, food and identity, agriculture and sustainability, ethnobotany, the evolution of human nutrition and food technology. Questions of the relationship between food/nutrition and culture are as germane to the journal as analyses of the interactions among nutrition and environment, infection, physical fitness, pregnancy, and health. Articles that use non-human primate or other animal models in nutrition-related research that have clear applications to human food behavior and/or biology are also welcome.Peer Review Policy: All research articles in the Ecology of Food and Nutrition have undergone rigorous peer review based on initial editor screening and reviewing by three anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Economic Geography is an internationally peer-reviewed journal, committed to publishing cutting-edge research that makes theoretical advances to the discipline. Our long-standing specialization is to publish the best theoretically-based empirical articles that deepen the understanding of significant economic geography issues around the world. Owned by Clark University since 1925, Economic Geography actively supports scholarly activities of economic geographers. Economic Geography is published quarterly in January, April, July, and October.

Economic Systems Research is a double blind peer-reviewed scientific journal dedicated to the furtherance of theoretical and factual knowledge about economic systems, structures and processes, and their change through time and space, at the subnational, national and international level. The journal contains sensible, matter-of-fact tools and data for modelling, policy analysis, planning and decision making in large economic environments. It promotes understanding in economic thinking and between theoretical schools of East and West, North and South.Economic Systems Research is non-partisan, factual and problem-oriented. As the official journal of the International Input-Output Association (IIOA), it aims to serve as a vehicle of cross-cultural information and contact. Topics within the purview of the journal include linear and non-linear multisectoral models of structure and structural change and development, ecosystems and the treatment of depletable resources, environmental and strategic questions, life-cycle assessment, databases and databanks, large-scale computational methods and languages. The journal includes reviews of pertinent literature and special issues on new emerging areas of research in its field.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 (i.e. double-blind peer review).

With a notable focus on China, Economic and Political Studies aims to disseminate significant theoretical, analytical, and empirical research on political-economic phenomena in China (or relevant to China) that have wider implications for international political economic studies. EPS encourages solid research findings that may pose challenges to and even revise the existing theories and methodologies. It welcomes original research articles that analyse the role of economic and political institutions, and consider China’s interaction with the world.

Contributions are invited from the international community of researchers in political economy, economics, political science, Chinese studies and related disciplines. Themed review articles, especially for research work in the Chinese language will also be published in order to promote the academic dialogue.

Devoted to theoretical and empirical analysis of innovation and new technology, this peer-reviewed journal acts as a bridge between the contributions of economic theory and empirical economics in this field. This bridge is built in two ways. First, by encouraging empirical research (including case studies, econometric work and historical research), evaluating existing economic theory, and suggesting appropriate directions for future effort in theoretical work. Second, by exploring ways of making existing areas of theory testable, and ways of using theoretical insights to inform data collection and other empirical research.The journal welcomes contributions across a wide range of issues concerned with innovation, including: innovation in product markets, process innovation, patenting, diffusion, innovation and technology policy, international competitiveness, standardization and network externalities, innovation and growth, technology transfer, innovation and market structure, innovation and the environment, and across a broad range of economic activity not just in high technology' areas. The journal also welcomes papers on research methods and data sources which contribute to the advancement of theoretical and empirical analysis.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.

This radical interdisciplinary journal of theory and politics continues to be one of the most exciting and influential resources for scholars in the social sciences worldwide. As one of the field's leading scholarly refereed journals, Economy and Society plays a key role in promoting new debates and currents of social thought. For 38 years, the journal has explored the social sciences in the broadest interdisciplinary sense, in innovative articles from some of the world's leading sociologists and anthropologists, political scientists, legal theorists, philosophers, economists and other renowned scholars. In regular issues, and through issues devoted to special themes, Economy and Society covers questions ranging from economic governance to developments in the life sciences and beyond, and publishes major new work on current issues confronting progressive politics throughout Europe and the Americas, Africa, Australasia and the Pacific Rim. Peer Review Policy: All articles published in this journal have undergone internal editorial board scrutiny as well as external anonymous review.

Education 3-13 - International Journal of Primary, Elementary and Early Years Education is the major international publication of the Association for the Study of Primary Education (ASPE). The defining feature of the journal is that it aims to publish refereed articles representing the highest quality research and analysing practice relating to children between the ages of 3-13, both in the UK and internationally. It should be noted, however, that whilst the submission of items relating to pre-school and the transfer to secondary education are encouraged, the central focus of the journal is on primary education and articles addressing that phase are especially welcomed. Education 3-13 will be of interest to academics, students, teachers and advisers who seek perspectives on early years, primary and middle schooling. The Journal seeks to provide an avenue for the publication of research that will help to develop policy and practice in primary education and will also assist practitioners by providing helpful and stimulating ways of viewing what they do, or might do. The Journal welcomes submissions on all aspects of primary education in the form of articles that report original research, analyse practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Illustrations, tables, figures, photos and examples of children's work are welcomed.Membership of ASPE includes a subscription to Education 3-13 -International Journal of Primary, Elementary and Early Years Education. For information on how to join ASPE, please visit www.aspe-uk.euPeer 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 ASPE make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and ASPE 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 ASPE .

Education Economics is a peer-reviewed journal serving as a forum for debate in all areas of the economics and management of education. Particular emphasis is given to the 'quantitative' aspects of educational management which involve numerate disciplines such as economics and operational research. The content is of international appeal and is not limited to material of a technical nature. Applied work with clear policy implications is especially encouraged. Readership of the journal includes academics in the field of education, economics and management; civil servants and local government officials responsible for education and manpower planning; educational managers at the level of the individual school or college.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees.

Educational Action Research is a fully refereed international journal concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.Editorial correspondence, including manuscripts for submission (in three copies), together with an electronic copy of the article in MS Word format, should be sent to Christopher Day, Co-Editor, Educational Action Research, School of Education, University of Nottingham, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, United Kingdom.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, normally from two different countries in line with the journal's international status.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Collaborative Action Research Network make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and Collaborative Action Research Network 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 Collaborative Action Research Network.

This well-respected journal offers up-to-date original research in the fields of gerontology, adult education, and the social and behavioral sciences. Researchers from around the world will benefit from the exchange of ideas for both the study and practice of educational gerontology. Papers published in the journal will also serve as authoritative contributions to the growing literature in this burgeoning field. Educational Gerontology is the only international journal of its kind to publish twelve issues per volume year.Peer Review Policy:All review papers in this journal have undergone editorial screening and peer review.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

2014 Impact per publication 0.577 - values from Scopus

Educational media has made a considerable impact on schools, educational institutions and providers of open and distance education. Educational Media International (EMI) is a scholarly journal that publishes research, evaluation, and development studies addressing the issues, successes and challenges faced in the design, development, implementation and evaluation of educational media.

The scholarly essays, reviews, critiques, and theoretical and conceptual articles featured in this exceptional journal contribute to understanding issues, problems, and research concerning all aspects of educational psychology. From meta-analyses of studies probing the effectiveness of teaching methods to historical examinations of textbook standards, the journal provides insightful explorations of new educational concepts and accepted educational practices. The journal, however, does not publish articles whose primary purpose is to report the methods and results of an empirical study. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

This places it 30th out of 44 journals in the Psychology, Educational research category. This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal's first priority. All contributions are submitted 'blind' to at least two independent referees before acceptance for publication. Peer Review Statement: 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 make 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.

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.

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 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 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, 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.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Emerging Markets Finance and Trade publishes research papers on financial and economic aspects of emerging economies. The journal features contributions that are policy oriented and interdisciplinary, employing sound econometric methods, using macro, micro, financial, institutional, and political economy data. Geographical coverage includes emerging market economies of Europe, the Balkans, the Middle East, Asia, Africa, and Latin America. Additionally, the journal will publish thematic issues and occasional special issues featuring selected research papers from major conferences worldwide.

The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers' understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy.The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.This audience includes:Teachers in mainstream, non-mainstream and special schools/facilities. Social workers in residential and field settings. Professionals concerned with EBDs in medical and psychiatric settings. Educational and clinical psychologists, counsellors and psychotherapists. Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers. Researchers and academics concerned with the needs and interests of the above groups. Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award bearing courses. Members of the Social, Emotional & Behavioural Difficulties Association (SEBDA) receive the journal as a benefit of membership, see the SEBDA website www.sebda.org to learn of other benefits of membership.Peer Review Policy:All 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 SEBDA makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and SEBDA 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 SEBDA.

Click here to read the first issue for free. Engineering Studies is an interdisciplinary, international journal devoted to the scholarly study of engineers and engineering. Its mission is threefold: 1. to advance research in historical, social, cultural, political, philosophical, rhetorical, and organizational studies of engineers and engineering; 2. to help build and serve diverse communities of researchers interested in engineering studies; 3. to link scholarly work in engineering studies with broader discussions and debates about engineering education, research, practice, policy, and representation. The editors of Engineering Studies are interested in papers that consider the following questions: * How does this paper enhance understanding of engineers or engineering? * What are the relationships among the technical and nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place? Engineering Studies is published three times yearly by Routledge, an imprint of the Taylor & Francis Group, beginning in 2009. Vision Statement The field of engineering studies is a diverse, interdisciplinary arena of scholarly research built around the question: What are the relationships among the technical and the nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place? Addressing and responding to this question can sometimes involve researchers as critical participants in the practices they study, including, for example, engineering formation, engineering work, engineering design, equity in engineering (gender, racial, ethnic, class, geopolitical), and engineering service to society. Engineering Studies juxtaposes contributions from distinct disciplinary and analytical perspectives to encourage authors and readers to look beyond familiar theoretical, topical, temporal, and geographical boundaries for insight and guidance. The diversity in the editorial staff and board is designed to map the diversity in the field and support its persistence. While prospective authors are invited to reflect on and anticipate how their work might prove helpful to others elsewhere, both within the academy and beyond, they can also feel comfortable imagining familiar audiences and producing familiar modes of analysis and interpretation. The heterogeneity of perspectives in engineering studies is its lifeblood, and the goal is high quality scholarship in every case. If you would like your library to subscribe to Engineering Studies, please pass this form to the relevant person with your recommendation to subscribe. Recommend Engineering Studies for coverage in ISI Web of Knowledge here. Disclaimer 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.

English in Education, the academic journal of the National Association for the Teaching of English (NATE) publishes papers and articles which report on research related to all aspects of English teaching both from within the United Kingdom and from other nations, where English language and literature are part of the school and Higher Education curriculum. NATE is an active part of the International Federation for the Teaching of English (IFTE) and its journal seeks to share the knowledge and expertise of English teachers throughout the world. To this end, it provides an international forum for the work of researchers, practitioners, advisers and consultants who are engaged in questioning both practice and policy related to the curriculum and in particular it promotes dynamic and progressive approaches to teaching. The work of the Journal is overseen by the Academic review Board which ensures fair reviewing of all submissions through anonymous refereeing. The Journal invites the submission of papers produced within a research paradigm which report on dynamic and interactive pedagogies and which interrogate contemporary responses to the changing nature of communication in all its forms, including drama, digital and media literacy, as well as all aspects of both language and literature. Guest editors are engaged for Special Issues to focus on a particular theme or contemporary policy question. The journal is published by Wiley-Blackwell for the National Association which represents teachers of English within the four countries of the United Kingdom and supports international teachers of English. It has a wide readership in Britain, Canada, Australia and the USA. As well as books and pamphlets, the Association also publishes the professional journal, English Drama Media (EDM) and the magazine, NATE Classroom.

Entrepreneurship & Regional Development is classified 3* (out of 4) in the Association of Business Schools Academic Journal Quality Guide Entrepreneurship and Regional Development is unique in that it addresses the central factors in economic development - entrepreneurial vitality and innovation - as local and regional phenomena. It provides a multi-disciplinary forum for researchers and practitioners in the field of entrepreneurship and small firm development and for those studying and developing the local and regional context in which entrepreneurs emerge, innovate and establish the new economic activities which drive economic growth and create new economic wealth and employment. The journal focuses on the diverse and complex characteristics of local and regional economies which lead to entrepreneurial vitality and endow the large and small firms within them with international competitiveness. Disclaimer 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 expressed 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.

Now in its 50th year of publication, Environment: Science and Policy for Sustainable Development analyzes the problems, places, and people where environment and development come together, illuminating concerns from the local to the global. More readable than specialized journals and more timely than textbooks, Environment offers peer-reviewed articles and commentaries from researchers and practitioners who provide a broad range of international perspectives. This ISI-rated magazine also features in-depth reviews of major policy reports, conferences, and environmental education initiatives, as well as guides to the best Web sites, journal articles, and books. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Environmental Archaeology: The Journal of Human Palaeoecology aims to publish contributions on all aspects of environmental archaeology, from methodology to synthesis and theory. Environmental Archaeology is an international peer-reviewed periodical which welcomes contributions that consider the interaction between humans and their environment in the archaeological and historical past. This broad scope embraces papers covering a range of environmental specialisms within archaeology, such as archaeobotany, archaeozoology (both vertebrate and invertebrate), palynology, geoarchaeology, biological anthropology, as well as more synthetic and theoretical approaches to the past human environment. Assemblage and site reports are not encouraged unless these can demonstrate significant new insights in environmental archaeology. Contributions may take the form of substantial research papers or shorter reports and may include, for instance, new techniques, philosophical discussions, current controversies and suggestions for new research. The journal also provides its readership with critical appraisal of recent academic scholarship through its regular books review section.

The Environmental Claims Journal is a quarterly journal that focuses on the many types of claims and liabilities that result from environmental exposures. The ECJ considers environmental claims under older business insurance policies, coverage and claims under more recent environmental insurance policies, as well as toxic tort claims. Exposures and claims from all environmental media are considered: air, drinking water, groundwater, soil, chemicals in commerce and naturally occurring chemicals. The journal also considers the laws, regulations, and case law that form the basis for claims. The journal would be of interest to environmental and insurance attorneys, insurance professionals, claims professionals, and environmental consultants.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Environmental Communication: A Journal of Nature and Culture publishes high-quality, peer-reviewed scholarship that examines theories, practices, and processes of communication as they relate to the environment around the world. As such, the journal serves as a nexus, a place of global connection and conversation, among scholars working in and across a variety of disciplines who explore how humans communicate about and within both natural and cultural environments. The journal also seeks to promote interaction between academic scholars and those who practice environmental communication, including community members, industry professionals, government officials, and others, through a number of special features, including a regularly published section devoted to practice. The journal is grounded in two theoretical and practical commitments: 1) symbolic and natural systems are mutually constituted, and 2) effective engagement with environmental issues requires reflection on communication practices and processes. Consistent with those commitments, the journal will promote the following goals: * Develop theoretical concepts, models, or formulations that uniquely explain or illuminate the material and symbolic dimensions of human interfaces with the non-human life world. This journal will seek to publish environmental communication research that contributes to the development of broader theories and ways of understanding how humans communicate with one another in various places, communities and cultures. * Present and engage in conversation multiple approaches to exploring environmental communication, including empirical, experimental, cultural, ethnographic, textual, ethical, rhetorical, and critical. This journal will open to publishing work that examines important issues (such as the promotion of 'just sustainability' in urban and rural environments around the world) and concepts (such as the 'environmental self,' the ways in which one's self-concept relates to one's surroundings) from a variety of methodological perspectives within communication and other fields. The journal also hopes to engage scholars from a variety of disciplines, with distinct perspectives, frameworks, and research findings, as well as practitioners in the field, in productive conversations about environmental communication concepts and practices. * Explore the tensions and possibilities between conventional academic scholarship and more participatory 'action research' that are experienced by many scholars who work in environmental communication. This journal will highlight, celebrate, and also interrogate 'pracademic' activities engaged in by scholars, teachers, students, and advocates, in communities urban and rural, in the United States and around the world. Praxis Essays We invite a variety of submissions, including: research reports based on experimental, survey, or field research; theoretical essays; literature review; and critical case studies. We also publish a regular Praxis Essays section that showcases engaged scholarship. For the Praxis Essays call for submissions please click here. Disclaimer for Scientific, Technical and Social Science Publications Taylor & Francis make 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.

Articles available to read for free from 2008 and 2009! Read them now2009 Impact Factor: 1.145Ranking: 29/112 (Political Science), 33/66 (Environmental Studies) 169; 2010 Thomson Reuters, 2009 Journal Citation Reports174;Environmental Politics is concerned with four aspects of the study of environmental politics, with a primary, though not exclusive, focus on the industrialised countries. First, it examines the evolution of environmental movements and parties. Second it provides analysis of the making and implementation of public policy in the area of the environment at international, national and local levels. Third, it carries comment on ideas generated by the various environmental movements and organisations, and by individual theorists. Fourth, it aims to cover the international environmental issues which are of increasing salience. Its coverage of the developing world does not reach beyond this to the affairs of individual countries, partly because of the journal's chosen focus and partly because of the number of existing journals dealing with development. Environmental Politics is sensitive to the distinction between the goals of conservation and of a radical reordering of political and social preferences, and aims to explore the interface between these goals, rather than to favour any one position in contemporary debates.

Environmental Sociology is dedicated to applying and advancing the sociological imagination in relation to a wide variety of environmental challenges, controversies and issues, at every level from the global to local, from ‘world culture’ to diverse local perspectives. As an international, peer-reviewed scholarly journal, Environmental Sociology aims to stretch the conceptual and theoretical boundaries of both environmental and mainstream sociology, to highlight the relevance of sociological research for environmental policy and management, to disseminate the results of sociological research, and to engage in productive dialogue and debate with other disciplines in the social, natural and ecological sciences.

Contributions may utilize a variety of theoretical orientations including, but not restricted to: critical theory, cultural sociology, ecofeminism, ecological modernization, environmental justice, organizational sociology, political ecology, political economy, post-colonial studies, risk theory, social psychology, science and technology studies, globalization, world-systems analysis, and so on. Cross- and transdisciplinary contributions are welcome where they demonstrate a novel attempt to understand social-ecological relationships in a manner that engages with the core concerns of sociology in social relationships, institutions, practices and processes. All methodological approaches in the environmental social sciences – qualitative, quantitative, integrative, spatial, policy analysis, etc. – are welcomed. Environmental Sociology welcomes high-quality submissions from scholars around the world.

Topics of interest to Environmental Sociology include biodiversity; business and the environment; climate change adaptation, mitigation and consequences; consumers and consumption; culture and the environment; ecological citizenship; ecological practices; energy; environmental attitudes, behaviours and practices; environmental communication; environmental controversies; environmental governance, policy and regulation (including participatory approaches); environmental risks, hazards and uncertainties; environmental social movements; environmental technologies; food, agriculture and the environment; gender and the environment; global environmental change; health and the environment; human ecology; mass media, new medias and the environment; mobilities, migration and transport; natural resource management; population and environmental change; race, ethnicity and the environment; sociology of water management; sustainable development; urban and industrial environments; etc. Submissions are also sought on innovations, challenges and debates in research methods and teaching in environmental sociology.

Epigenetics is a multidisciplinary peer-reviewed journal that publishes original research and review articles covering the latest findings about epigenetic mechanisms and their role in diverse biological processes.Our goal is to establish Epigenetics as the lead journal in the field by providing a forum where epigenetic approaches to a variety of medical and biological issues can be discussed and the common basic principles of epigenetics spanning different systems can be revealed and shared.The field of epigenetics studies the changes in gene expression that are caused by mechanisms other than the modification of the DNA sequence. Epigenetics covers many different levels of biological control and relates to diverse biological systems, diseases and disciplines. Although in recent years cancer has been the main focus of epigenetic studies, recent data suggests that epigenetics also plays critical roles in psychology and psychopathology. It is being realized that normal behaviors, such as maternal care, and pathologies, such as Schizophrenia and Alzheimer disease, might have an epigenetic basis. It is also becoming clear that nutrition and life experiences have consequences that are mediated by epigenetic mechanisms. The increasing awareness of the potential role of epigenetic deregulation in disease has spawned the development of diagnostic and therapeutic approaches using epigenetics. Although the questions asked are diverse, the unifying hypothesis is that epigenetics is involved. The journal provides a platform for developing unifying methodologies, hypotheses, experimental approaches and diagnostic agents and serves as a meeting place for researchers working in different systems such as general biology, plant biology, cancer biology, cancer therapeutics, epigenetic pharmacology, neurobiology and psychiatry, who are unraveling the epigenetic facets of their specific fields of interest.

Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling. Some are successful while others fall short of their goals. This journal provides a record of those important experiments and ventures. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

This compelling journal publishes articles on an array of topics pertaining to various moral issues and conduct. These matters may include but are not restricted to: * the exercise of social and ethical responsibility in human behaviors; * ethical dilemmas or professional misconduct in health and human service delivery; * the conduct of research involving human and animal participants; * fraudulence in the management or reporting of scientific research; and * public policy issues involving ethical problems. Data based, theoretical, and particularly instructive case analyses, as well as brief summaries of problem cases are also published. An editorial board consisting of specialists in ethics with backgrounds in law, medicine, pediatrics, psychiatry, psychology, public health, sociology, and theology allows for a wide spectrum of perspectives toward ethical issues. Peer Review Policy: All manuscripts undergo preliminary editorial screening and blind review by at least two members of the editorial board or outside content experts. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Ethics and Education is a new international, peer-reviewed journal which aims to stimulate discussion and debate around the ethical dimensions of education.The journal addresses issues in both formal and informal education and upbringing, and includes within its scope relevant aspects of applied ethics, including:BioethicsMedical ethicsManagement ethicsSex educationEthics of therapy and counsellingProfessional ethicsEthics and Education welcomes all traditions and forms of ethical enquiry, from a wide range of philosophical and religious perspectives. As well as appealing to those with a direct interest in ethics and education, the journal will also be of interest to philosophers, educationalists, policy-makers.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.

The aim of the journal is to encourage dialogue and debate across social, intercultural and international boundaries on the serious ethical issues relating to professional interventions into social life. Through this we hope to contribute towards deepening understandings and further ethical practice in the field of social welfare.

The journal welcomes material in a variety of formats, including high quality peer-reviewed academic papers, reflections, debates and commentaries on policy and practice, book reviews and review articles. We actively encourage a diverse range of contributions from academic and field practitioners, voluntary workers, service users, carers and people bringing the perspectives of oppressed groups.

Contributions might include reports on research studies on the influence of values and ethics in social welfare practice, education and organisational structures, theoretical papers discussing the evolution of social welfare values and ethics, linked to contemporary philosophical, social and ethical thought, accounts of ethical issues, problems and dilemmas in practice, and reflections on the ethics and values of policy and organisational development.

The journal aims for the highest standards in its published material. All material submitted to the journal is subject to a process of assessment and evaluation through the Editors and through peer review.

Race, ethnicity and nationalism are at the heart of many of the major social and political issues in the present global environment. New antagonisms have emerged which require a rethinking of traditional theoretical and empirical perspectives. Ethnic and Racial Studies, published ten times a year, is the leading journal for the analysis of these issues throughout the world. The journal provides an interdisciplinary academic forum for the presentation of research and theoretical analysis, drawing on sociology, social policy, anthropology, political science, economics, geography, international relations, history, social psychology and cultural studies. Ethnic and Racial Studies welcomes contributions from both established and younger scholars working in any of the main areas of interest. We welcome articles with an empirical focus as well as contributions at the cutting edge of theoretical debates in this field. Each issue carries reviews of the latest books on race, ethnicity and nationalism. Regular special issues provide innovative perspectives on questions of current importance. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two or more anonymous referees.

Ethnography and Education is an international, peer-reviewed journal that publishes articles illuminating educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal's priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures; uses multiple methods of generating data, and recognises the centrality of the researcher in the research process.The Journal welcomes substantive and methodological articles that seek to:explicate and challenge the effects of educational policies and practicesinterrogate and develop theories about educational structures, policies and experienceshighlight the agency of educational actorsprovide accounts of how the everyday practices of those engaged in education are instrumental in social reproductiondiscuss new developments in ethnographic methodologies 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 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.