Journal Guide

The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.The editors particularly welcome submissions on:• Critical perspectives on education and its institutional development in all the business and management disciplines;• Changes in the structure of business and management education and the changing roles of management educators;• Relationships of business and management programmes to employers' needs;• Globalisation of business and management education.Reports on emerging technologies and independent reviews of software and major new texts will be published as appropriate.By promoting critical discussion on current innovations within these areas, the journal represents an excellent forum for highlighting the profile of management education on both a national and international level.The International Journal of Management Education is the outlet for educational research and developments within business, management, accountancy and finance.Professor Neil Marriott Deputy Vice ChancellorDean, Faculty of Business, Law and Sport Director, Winchester Business School

Mathematics is pervading every study and technique in our modern world, bringing ever more sharply into focus the responsibilities laid upon those whose task it is to teach it. Most prominent among these is the difficulty of presenting an interdisciplinary approach so that one professional group may benefit from the experience of others. The International Journal of Mathematical Education in Science and Technology provides a medium by which a wide range of experience in mathematical education can be presented, assimilated and eventually adapted to everyday needs in schools, colleges, polytechnics, universities, industry and commerce. Contributions will be welcomed from lecturers, teachers and users of mathematics at all levels on the contents of syllabuses and methods of presentation. Increasing use of technology is being made in the teaching, learning, assessment and presentation of mathematics today; original and interesting contributions in this rapidly developing area will be especially welcome. Mathematical models arising from real situations, the use of computers, new teaching aids and techniques also form an important feature. Discussion will be encouraged on methods of widening applications throughout science and technology. The need for communication between teacher and user will be emphasized and reports of relevant conferences and meetings will be included. A novel feature of the journal is the Classroom Notes section. This section is for shorter articles, which are often just new ideas for the mathematics teacher to use in teaching. ReadershipMathematicians and mathematics educators in schools, colleges, and universities.All published research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by independent expert referees.DisclaimerTaylor & 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.

The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics.

IJME is published by the International Society for Music Education (ISME) four times a year; each issue has a special focus. Research comprises scholarly reports that enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Practice publishes articles relevant to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction.

qualitative research methods

The aim of the International Journal of Qualitative Studies in Education (popularly known as QSE) is to enhance the practice and theory of qualitative research in education, with 8220;education8221; defined in the broadest possible sense, including non-school settings. QSE publishes peer-reviewed empirical research employing a variety of qualitative methods and approaches, such as ethnographic observation and interviewing, grounded theory, life history, case study, curriculum criticism, policy studies, narrative, ethnomethodology, social and educational critique, phenomenology, deconstruction, genealogy, autoethnography, etc. In addition, innovative or provocative approaches to qualitative research as well as the way research is reported are encouraged. Theoretical papers are also welcome. We publish discussions of epistemology, methodology, or ethics of qualitative research from a range of perspectives, including (but not limited to) interpretivism, constructivism, critical theory, feminism, and race-based, lesbian/gay/bi/transgender (including queer theory), and poststructural ones. Furthermore, there is a strong interest in qualitative research conducted by researchers throughout the world, and the Journal publishes book reviews. Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and external 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.

The International Journal of Research & Method in Education is an interdisciplinary and refereed journal, which draws its contributions from a wide community of researchers. The principal aim of the journal is to further international discourse in education with a particular focus on method.The journal publishes contributions which: provide evidence of unusual or new methods of educational research discuss conceptual, theoretical and methodological issues in educational research have an international and/or comparative dimension contest or dissent from the orthodox or examine the innovative and the unusual are considered to be of major significance to those in the field of research methodology in education. The International Journal of Research & Method in Education encourages authors to write in a lucid and accessible style. Contributors should take care to communicate to an international readership of researchers, policy-makers and practitioners from a range of disciplines including philosophy, sociology, economics, psychology, and history of education.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.

Mathematics Education, Educational Technology, Science Education

2. Do your findings suggest how best to serve children, youth, and families?

3. What could all school and evidence-based psychologists learn from your results?

4. Should the generation, dissemination, and preservation of research be an important part of what you do?

The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert. Recent Special Issues have featured environmental education and policy and practice in science education. 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.

International Journal of Science Education Part B: Communication and Public Engagement will address the communication between and the engagement by individuals and groups concerning evidence-based information about the nature, outcomes, and social consequences, of science and technology.

The journal will aim:

• To bridge the gap between theory and practice concerning the communication of evidence-based information about the nature, outcomes, and social consequences of science and technology;
• To address the perspectives on communication about science and technology of individuals and groups of citizens of all ages, scientists and engineers, media persons, industrialists, policy makers, from countries throughout the world;
• To promote rational discourse about the role of communication concerning science and technology in private, social, economic and cultural aspects of life

Founded by the National Science Council, Taiwan, the International Journal of Science and Mathematics Education publishes original, peer reviewed articles on a variety of topics and research methods in both science and mathematics education. Articles address common issues in mathematics and science education, including cross-curricular dimensions.This journal emphasizes studies that explore science and mathematics education from different cultural perspectives. Manuscripts written by authors whose native language is not English are encouraged; the journal’s editors provide support for these authors.The International Journal of Science and Mathematics Education received its first impact factor in 2012 in the Social Sciences Citation Index (Thomson Reuters).