Journal Guide

The Council for Exceptional Children is an international community of professionals who are the voice and vision of special and gifted education. CEC's mission is to improve, through excellence and advocacy, the education and quality of life for children and youth with exceptionalities and to enhance engagement of their families.

The purpose of Exceptionality is to provide a forum for presentation of current research and professional scholarship in special education. Areas of scholarship published in the journal include quantitative, qualitative, and single-subject research designs examining students and persons with exceptionalities, as well as reviews of the literature, discussion pieces, invited works, position papers, theoretical papers, policy analyses, and research syntheses. Appropriate data-based papers include basic, experimental, applied, naturalistic, ethnographic, and historical investigations. Papers that describe assessment, diagnosis, placement, teacher education, and service delivery practices will also be included. Manuscripts accepted for publication will represent a cross section of all areas of special education and exceptionality and will attempt to further the knowledge base and improve services to individuals with disabilities and gifted and talented behavior.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

A premier, applied journal of family studies, Family Relations is mandatory reading for all professionals who work with families, including: family practitioners, educators, marriage and family therapists, researchers, and social policy specialists. The journal's content emphasizes family research with implications for intervention, education, and public policy, publishing:

First Language is an international peer reviewed journal that publishes the highest quality original research in child language acquisition. Child language research is multidisciplinary and this is reflected in the contents of the journal: research from diverse theoretical and methodological traditions is welcome. Authors from a wide range of disciplines - including psychology, linguistics, anthropology, cognitive science, neuroscience, communication, sociology and education - are regularly represented in our pages.

Focus on Autism and Other Developmental Disabilities (FOCUS) offers practical educational and treatment suggestions for teachers, trainers, and parents of persons with autism or other pervasive developmental disabilities. FOCUS offers original research reports, position papers reflecting diverse philosophical and theoretical positions, effective intervention procedures, descriptions of successful programs, and media reviews.

Frontiers of Education in China is a fully peer reviewed international academic journal, which publishes original papers. It aims to connect Chinese and international perspectives, and create a platform for a deepening understanding of the global significance of Chinese education. It will enable readers around the world to explore the genuine meaning of Chinese educational traditions and contemporary patterns in a global context. Through promoting a multi-dimensional understanding of Chinese education, this journal seeks to enrich the theory and practice of education.

2009 Impact Factor: 0.731Ranking: 68/139 (Education & Educational Research)169; Thomson Reuters, Journal Citation Reports 2010Gender and Education is an international forum for discussion of multidisciplinary educational research and ideas that focus on gender as a category of analysis. Contributors should bear in mind that they are addressing an international audience. The journal grew out of a feminist politics and is committed to developing the critical discussion of gender and education in its broadest sense. It is particularly interested in the place of gender in relation to other key social differences and seeks to further feminist knowledge, theory, consciousness, action and debate. We welcome contributions which examine and theorize the interrelated experiences of women and girls and men and boys, and how these shape and are shaped by other social differences. We expect articles to engage in feminist debate and to go beyond the simple description of what boys/men and girls/women do. Education will be interpreted in a broad sense to cover both formal and informal aspects, including nursery, primary and secondary education; youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; parental education. Contributors are asked to avoid unnecessary or mystifying jargon and to use non-sexist and non-racist language. 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.

Gerontology & Geriatrics Education, the official journal of the Association for Gerontology in Higher Education, is a peer-reviewed journal that focuses on the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of readers, including faculty, students, practitioners, administrators, and policy makers and is dedicated to disseminating cutting edge and evidence-based knowledge in the field of gerontology and geriatrics education.Gerontology & Geriatrics Education is an indispensable resource for those wishing to stay informed about critical education issues related to aging and the aged. The articles in this highly regarded journal:183; Report innovations in teaching and training programs in gerontology and geriatrics at the K-12, undergraduate, graduate, and postgraduate levels, and in continuing education, paraprofessional, and public education programs; 183; Discuss issues, methods, and materials in the training and supervision of gerontology and geriatrics educators, researchers, and practitioners in all settings, including academe and practice settings; 183; Explore new roles for gerontology and geriatrics educators in community, health care, academic, policy, and corporate settings; 183; Communicate new methods for developing gerontology and geriatrics educational programs in academic, health care, corporate, and applied settings8212;and new approaches for supporting such educational programs. Peer Review Policy: All research articles in this journal undergo rigorous peer review, based on initial editor screening and anonymous refereeing by two peers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Gifted Child Quarterly (GCQ) publishes original research and new and creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Each issue offers scholarly literature reviews and quantitative or qualitative research studies that explore the characteristics of gifted students, program models, curriculum and other important areas that maximize the development and education of gifted students.

Globalisation, Societies and Education aims to fill the gap between the study of education and broader social, economic and political forces by analysing the complexities of globalisation. The journal seeks to provide means for affecting, as well as reflecting the experiences, distribution, contributions and outcomes of education at all levels and in all settings.Globalisation, Societies and Education represents scholarly analysis carried out from a variety of disciplinary perspectives, including sociology, philosophy, politics, geography, history, economics, management and comparative studies as applied to education and its related fields. We welcome articles drawing on empirical research, comparative and single system case studies and theoretical explorations in the broad area of the relationships between globalisation, societies and education.In addition, Globalisation, Societies and Education seeks to encourage and include more innovative means for communicating information, ideas, debates and arguments on globalisation, education and societies. The journal will include interviews with prominent intellectuals, activists and leaders, website reviews, commentaries on debates and will offer opportunities for the expression of a range of viewpoints.Topics of particular interest to the journal will include:the effects of globalisation on education and training in particular countries, regions and institutions; the subjects of these processes, including global (e.g. World Bank, OECD, UNESCO) and regional organisations (e.g. EU, APEC, NAFTA), and NGOs; new technologies, new modes of e-learning and new identities; globalisation, education and 'development' globalisation and languages; lifelong learning and the knowledge economy; globalisation, education and cultural change; changing labour markets, labour mobility, skills and education; migration flows and education; new institutional forms; education as a global commodity/service; social movements, labour movements and strategies for change. 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.

Green Chemistry provides a unique forum for the publication of innovative research on the development of alternative green and sustainable technologies. Based on the, but not limited to, the twelve principles of green chemistry defined by Anastas and Warner (Green Chemistry: Theory and Practice, P T Anastas and J C Warner, Oxford University Press, Oxford, 1998). Green chemistry is, by definition, a continuously-evolving frontier. Therefore, the inclusion of a particular material or technology does not, of itself, guarantee that a paper is suitable for the journal. To be suitable, the novel advance should have the potential for reduced environmental impact relative to the state of the art. Green Chemistry does not normally deal with research associated with 'end-of-pipe' or remediation issues.