Journal Guide

The journal aims to stimulate the dialogue of Psychology with the other fields of knowledge, as well as the dialogue amongst the theoretical-methodological proposals pertaining the diversity of objects from its own field.

The journal Psychology: Science and Profession aims to contribute to spread scientific knowledge in psychology, and so, support teaching, professional intervention processes and new advances in the production of socially relevant scientific knowledge in its different areas.

Quarterly Review of Film and Video publishes critical, historical, and theoretical essays, book reviews, and interviews in the area of moving image studies including film, video, and digital imagery studies.Our scope is international and interdisciplinary. Contributions from diverse critical, theoretical, and historical perspectives are welcomed.The Editors gratefully acknowledge the support of the Department of English and the College of Arts and Sciences, University of Nebraska, Lincoln.Peer Review Policy:All articles and reviews in this journal have undergone editorial screening and peer review.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

For more than half a century, The Botanical Review has been a leading international journal noted for its in-depth articles on a broad spectrum of botanical fields. Systematics, phytogeography, cladistics, evolution, physiology, ecology, morphology, paleobotany, and anatomy are but a few of the many subjects that have been covered. The Botanical Review draws together outstanding scientists in the field, synthesizes the current knowledge about a specific subject, and promotes the advancement of botany by indicating the gaps in our knowledge and providing new outlooks on the topic.

Editor's Choice' Articles Available for FREE Download Citizenship Studies publishes internationally recognised scholarly work on contemporary issues in citizenship, human rights and democratic processes from an interdisciplinary perspective covering the fields of politics, sociology, history and cultural studies. It seeks to lead an international debate on the academic analysis of citizenship, and also aims to cross the division between internal and academic and external public debate. The journal focuses on debates that move beyond conventional notions of citizenship, and treats citizenship as a strategic concept that is central in the analysis of identity, participation, empowerment, human rights and the public interest. Citizenship is analysed in the context of contemporary processes involving globalisation, theories of international relations, changes to the state and political communities, multiculturalism, gender, indigenous peoples and national reconciliation, equity, social and public policy, welfare, and the reorganisation of public management. As a theoretically basic concept, citizenship provides new tools for formulating problems and providing practical analysis and advice in these fields. The journal seeks to publish papers that provide links between theory, institutions such as markets and religions, and the analysis of substantive issues. Peer Review All research articles in this journal have undergone rigorous peer review, basaed on initial editor screening and anonymized refereeing by at least two anonymous referees. You May Also Be Interested In Journal of Civil Society Please click here for a selection of recent Journal of Civil Society articles which are currently free to view online.

As a refereed academic journal with an international editorial board of renowned jazz scholars, Jazz Perspectives provides a broad forum for promoting cross-disciplinary scholarly dialogue across the academic jazz community. Our mission is to stimulate the international study and appreciation of the rich legacy of jazz and its many musical and cultural tangents, both past and present. The journal aims to bridge the jazz-as-music and jazz-as-culture divide of contemporary jazz studies, as well as to promote broader international perspectives on the jazz tradition and its legacy. We likewise welcome the submission of first-rate scholarship from outside the academy. The pages of the journal are devoted to all aspects of - and all approaches to - jazz scholarship. The journal is an open platform for historical inquiry, music analysis, and cultural studies. The journal furthermore includes reviews and essays on significant recent literature and new recordings and media. Peer Review Policy All research articles published in this journal have undergone rigorous peer review, based on initial editorial board screening and refereeing by at least two anonymous external 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 Journal of Developmental & Behavioral Pediatrics is devoted entirely to developmental and psychosocial aspects of pediatric health care. Each bimonthly issue includes original articles, case reports, challenging cases, and reviews;cutting-edge work from today's best known leaders in related fields. Learning disorders, developmental disabilities, and emotional, behavioral, and psychosomatic problems are just a few of the relevant areas covered in the journal. Also included is a time-saving review section that provides ready access to key articles from more than 50 related journals. For more information, visit www.jdbp.org.

Civil Wars publishes original scholarship on all aspects of intrastate conflict, including its causes and nature, and the factors which help to explain its onset, duration, intensity, termination and recurrence. It also publishes work which explores the epistemology of scholarship on intrastate conflict and contributes to debates about the politics, sociology and economics of civil wars, and the significance of intrastate conflict for international relations.The journal has a broad intellectual remit designed to be multidisciplinary and open to a range of different academic methodologies and interests. It welcomes work on specific armed conflicts and micro-analysis, on broad patterns of civil wars, and on historical perspectives as well as contemporary challenges. It also seeks to explore the policy implications of conflict analysis, especially as it relates to international security, conflict prevention and resolution, intervention and peacebuilding.Civil Wars will be required reading for students and scholars of armed conflict and international relations, and, given its policy relevance, will be of interest to those in government, international organisations and the military.Peer ReviewAll research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two 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.

* interventions for parents as well as children * classroom behavior and homework issues * social skills development for emotionally disturbed children * behavioral interventions for children with ADHD, conduct disorders, and other presenting problems This state-of-the-art journal has addressed a broad range of topics and issues, including: * homework for adolescents--self- and parental monitoring * behavioral problems in preschoolers * parental tolerance for child misbehavior * the effectiveness of a standard parenting skill program in reducing misbehavior * the interaction of parenting styles and Attention Deficit Hyperactivity Disorder in Iranian parents * interventions for infant and toddler sleep disturbance * mothers' and fathers' discipline of hard-to-manage toddlers * simplified habit reversal plus adjunct contingencies in the treatment of thumb sucking and hair pulling * the effects of mothers' depression on the behavioral assessment of disruptive child behavior * the behavioral treatment of a young adult with Post Traumatic Stress Disorder * gender issues, cultural issues, ethnic issues, and family issues Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and the British Educational Research Association make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and British Educational Research Association 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 British Educational Research Association. 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. When considering submitting an article to British Educational Research Journal the Editors have provided the following criteria to assist authors with preparing their submissions: Length Have the guidelines on length (normally 6000-8000 words) been adhered to? Writing Is the writing clear, cogent and readily understandable by an international readership? Scope Is the article of sufficient general interest to the educational research community in terms of the focus or contribution to research methods or the implications of the conclusions drawn? (i.e. a specialist focus need not exclude an article if it makes a general contribution to method or raises issues that link to questions that are of interest to the wider community. Originality Does the work demonstrate originality? International readership Is the article pitched at a level consistent with the standards expected of a major international educational research journal?.

The British Journal of Religious Education (BJRE) is an international peer-reviewed journal which has a pedigree stretching back to 1934 when it began life as Religion in Education. In 1961 the title was changed to Learning for Living, and the present title was adopted in 1978. It is the leading journal in Britain for the dissemination of international research in religion and education and for the scholarly discussion of issues concerning religion and education internationally.BJRE aims to promote and report research and scholarship in religious education and related fields such as values education, spiritual education and intercultural education insofar as they relate to the discussion of religion or religious traditions and movements. Contributions relating to the following are especially welcome:research and scholarship on religious education as understood in the UK publicly funded school sector international research and scholarship relating to religious education in the schools of plural societies religious education in faith based schools religious perspectives on education childhood and religion in community and school settingsContributions are welcome from researchers and scholars of any faith or none in all sectors of education (including higher education, schools, educational administration and inspection). Submissions from graduate students are welcome.BJRE is published in association with Christian Education.For information on personal subscriptions please visit the Christian Education website.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 from a panel of international scholars and researchers. A list of referees consulted from January to December each year is published annually in the March issue.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Christian Education make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and Christian Education 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 Christian Education.

Access to selected top articles from Educational Media & Technology Journals2009 Impact Factor: 0.900Ranking: 50/139 (Education & Educational Research)169; Thomson Reuters, Journal Citation Reports 2010Innovations in Education and Teaching International (IETI), is the journal of the Staff and Educational Development Association (SEDA) www.seda.ac.uk. As such, contributions to the Journal should reflect SEDA's aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices. Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice. Educational development 8211; also described as academic, faculty, staff or instructional development in some contexts 8211; is taken to mean the activities engaged in by staff in specialist units, academic staff in departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development. Contributors should remember the international nature of the Journal's readership and both contextualise and consider the transferability of the practices and theories being examined.Innovations in Education & Teaching International (IETI) is essential reading for all practitioners and decision makers who want to stay informed about the developments in education, teaching and learning.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 SEDA make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and SEDA 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 SEDA.