Journal Guide

SAGE Open is a new open access publication from SAGE. It publishes peer-reviewed, original research and review articles in an interactive, open access format. Articles may span the full spectrum of the social and behavioral sciences and the humanities.

Tertiary Education and Management is the journal of The European Higher Education Society (EAIR).Tertiary Education and Management (TEAM) is an international peer-reviewed journal intended to create a better linkage of research, policy and practice in teaching and learning as well as in higher education management, governance and organisation. Being an interdisciplinary and international orientated journal, TEAM welcomes research contributions that reflect upon, study or question main developmental trends and practices, and address current and future challenges in higher education.Articles submitted should as a consequence be written for, understood by, and be relevant for a multicultural, multifaceted and international audience. TEAM is open for articles using a variety of approaches, methods and perspectives given that the articles demonstrate the relevance of the research in a broader context whether in other higher education institutions, in other national settings or in the international arena. Occasionally, TEAM also publishes articles where personal viewpoints/experiences or political arguments are made to stimulate discussion and reflection, or to challenge established thinking in the field of higher education. Such articles are published in a special "Forum" section of the journal.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 EAIR make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and EAIR 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 EAIR.

SAHARA-J is an international Open Access journal disseminating vital research on social factors relating to HIV/AIDS. Areas covered include care, support, behaviour change, behavioural surveillance, counselling, impact, mitigation, stigma, discrimination, prevention, treatment, adherence, culture, faith-based approaches, evidence-based intervention, health communication, structural and environmental intervention, financing, policy, media and more. SAHARA-J publishes peer-reviewed contributions of the highest quality from researchers in Sub-Saharan Africa and other developing countries around the world. SAHARA J has a unique reputation for editorial excellence and integrity, who maintain an active interest in all aspects of HIV/AIDS. The readership of the Journal varies from academics, scholars to researchers. Internet users such as Journalists, international organizations, policy makers, civil society, donors and PLWHA also have free access to the Journal. SAHARA-J ensures that policy makers are well informed, help coordinate social aspects of HIV/AIDS research, minimizes duplication and build the community of social aspects of HIV/AIDS researchers. Its objectives are: • To influence policy and responses through the production and dissemination of evidence-based research on social aspects of HIV/AIDS. • To provide a publication source for all aspects of HIV/AIDS in Africa. • To disseminate free HIV/AIDS information in Africa. The journal is published by Routledge on behalf of SAHARA, the Social Aspects of HIV/AIDS Research Alliance, which is part of the Human Sciences Research Council (HSRC). SAHARA is an alliance of partners established to conduct, support and use social sciences research to prevent the further spread of HIV and mitigate the impact of its devastation in sub-Saharan Africa. .

Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process. The journal places great value on the quality of research methodology. This includes the participant sample being representative of the intended population (and not just a sample of convenience), measures having demonstrated psychometric quality including both reliability and validity (avoiding, for example, excessive reliance on self-report measures), literature reviews that support the methods employed, and analyses that are both appropriate and accurately described. The journal publishes quantitative, qualitative, and single-subject design studies that involve the application of psychological science to an important educational process, issue, or problem.The journal does not limit its scope to any age range. Articles dealing with the education of preschoolers, K-12 children, adults, and the elderly are all relevant if they apply psychological theory and science to the process of education. Likewise, articles that make a substantial contribution to the understanding of individual differences in the process of learning are also appropriate. The journal does not focus on a particular educational setting. Articles applying psychological theory and research methods in school settings, industry, or other formal or informal settings involving adults or children are relevant, assuming they are judged in the review process to advance the science of education.Contemporary Educational Psychology features:•Original research articles covering both classroom and laboratory experiments as they emphasize problem solving•Theoretical contributions relating issues, comparisons, and analyses to the application of psychological methods and skills to the educational process•Instructional techniques reporting on instructional techniques when the use of adequate controls demonstrates the validity of the findings• Meta-analytic research reviews on selected educational topics reflecting implications for the field of educational psychology.

The World Bank Economic Review is one of the most widely read scholarly economic journals in the world. It is the only journal of its kind that specializes in quantitative development policy analysis. Subject to strict refereeing, articles examine policy choices and therefore emphasize policy relevance rather than theory or methodology. Readers include economists and other social scientists in government, business, international agencies, universities, and research institutions. The WBER seeks to provide the most current and best research in the field of economic development.

DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of.

Interview with the Editor - Listen to Roger Slee talk about International Journal of Inclusive EducationThe International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges.Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education.The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.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 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.