Journal Guide

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.

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. .

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.