Journal Guide

Ethnography and Education is an international, peer-reviewed journal that publishes articles illuminating educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal's priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures; uses multiple methods of generating data, and recognises the centrality of the researcher in the research process.The Journal welcomes substantive and methodological articles that seek to:explicate and challenge the effects of educational policies and practicesinterrogate and develop theories about educational structures, policies and experienceshighlight the agency of educational actorsprovide accounts of how the everyday practices of those engaged in education are instrumental in social reproductiondiscuss new developments in ethnographic methodologies 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.

The International Journal of Law, Crime and Justice is a refereed journal for high quality research and analysis in the areas of socio-legal studies and the psychology of law, criminology and social justice studies. The Journal invites papers based on empirical research, theoretical analysis and debate, and policy analysis and critique. Papers should be between 7000-10,000 words in length, although shorter papers relating to policy analysis and debate will be considered. The peer review process and decision on publication will normally be completed within 90 days of receipt of submissions. The Editors also welcome proposals for Special Issues and Guest Editorships.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

The History of the Family: An International Quarterly makes a significant contribution by publishing works reflecting new developments in scholarship and by charting new directions in the historical study of the family. Further emphasizing the international developments in historical research on the family, the Quarterly encourages articles on comparative research across various cultures and societies in Asia, Africa, Latin America, and the Pacific Rim, in addition to Europe, the United States and Canada, as well as work in the context of global history. While firmly rooted in history, the Quarterly is interdisciplinary; it publishes articles on historical anthropology, historical sociology, economic history and psychology as they relate to the family and the life course. The History of the Family: An International Quarterly publishes essays submitted by individual authors as well as special topical issues on the history of the family, the household and kinship, marriage, childhood and youth, life course and aging, and historical demography as it relates to the family. The Quarterly also publishes book review essays, methodological reports, descriptions of databases and other source materials and conference reports.

Language Assessment Quarterly: An International Journal (LAQ) is dedicated to the advancement of theory, research, and practice in first, second, and foreign language assessment for school, college, and university students; for employment; and for immigration and citizenship. LAQ publishes original articles addressing theoretical issues, empirical research, and professional standards and ethics related to language assessment, as well as interdisciplinary articles on related topics, and reports of language test development and testing practice. All articles are peer-reviewed. The journal is directed to an international audience. Examples of topic areas appropriate for LAQ include: assessment from around the world at all instructional levels including specific purposes; assessment for immigration and citizenship and other 8216;gate-keeping' contexts; issues of validity, reliability, fairness, access, accommodations, administration, and legal remedies; assessment in culturally and/or linguistically diverse populations; professional standards and ethical practices for assessment professionals; interdisciplinary interfaces between language assessment and learning; issues related to technology and computer-based assessment; innovative and practical methods and techniques in developing assessment instruments; * recent trends in analysis of performance; and issues of social-political and socio-economic concern to assessment professionals.Peer Review: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous blind review by at least by two referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The European Journal of Psychotherapy and Counselling is a leading peer reviewed publication which aims to stimulate and inform debate and provide linkages throughout Europe and internationally within the expanding field of psychotherapy and counselling.The journal raises important questions in terms of European and international practice, theory and research for psychotherapy and counselling practitioners, related professionals, students and academics.The focus of the journal includes the following areas:The contributions from and debates between different European theoretical approaches to psychotherapy and counselling (including psychoanalysis and counselling psychology), and their respective traditions of practice and researchThe implications of individual and group psychotherapy and counselling for European therapists in public, private and voluntary settings. Training and educational issues in European psychotherapy and counselling. The interaction between the psychological and the physical and the status of these categories.Dealing with key current, practical and theoretical issues, the journal is essential reading for informed practitioners across disciplines and geographic boundaries, who need a greater understanding of developments in psychotherapy and counselling in Europe.Key coverage: Clinical comment on practice - moving important issues to the forefront of discussion Broad ranging theoretical perspectives - providing contrasting, informed debate on a wide range of subjects Current research developments - ensuring that new information is brought to attention quickly and clearly International topics - bringing together European research interests New publications - highlighting and reviewing books of particular importance in this fast expanding field.Peer Review Integrity All research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.Disclaimer 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 expressed 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.

Terrorism as a tactic has been used by political and ideological groups for thousands of years. Behavioral Sciences of Terrorism and Political Aggression aims to address the complex causation and effects of terrorist activity by bringing together timely, consistently scientifically and theoretically sound papers addressing terrorism from a behavioral science perspective, (encompassing biological, evolutionary, developmental, ecological, personality, social, military, and neuroscience approaches to psychology). The journal is not intended as a forum for articles presenting policy or strategy analysis or those highly driven by opinion, but instead will publish empirical and theoretical papers, letters to the Editor and invited visionary pieces by leading experts in the field, which have a strong base in behavioral science research. The articles will also draw in insights from related disciplines, including anthropology, economics, history, political science, nonlinear dynamic systems, and sociology.In particular, the journal seeks to further the understanding of key questions within terrorism research, including:What are the conditions that lead to the use of terrorist tactics?How can future terrorist attacks be predicted?How can terrorist attacks be prevented, or at least reduced?How are terrorists recruited?How can would-be terrorists and potential supporters be diverted?How do societies move towards democracies that do not foster terrorism?What is the impact of terrorism on societies that have been attacked?What are the effects of counterterrorism efforts on societies where such efforts are ongoing?How can recovery from the effects of terrorism on individuals and groups be expedited? Peer Review IntegrityAll articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.Disclaimer 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 expressed 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.

Child Care in Practice is a quarterly, peer-reviewed journal that provides an international forum for professionals working in all disciplines in the provision of children’s services, from social care to health care, medicine to psychology, education, the police and probationary services, to solicitors and barristers.The strategic aims and objectives of the journal are:*To develop the knowledge base of practitioners, managers and other professionals responsible for the delivery of professional child care services. The journal seeks to contribute to the achievement of quality services and the promotion of the highest standards.*To achieve an equity of input from all disciplines working with children. The multi-disciplinary nature of the journal reflects that the key to many successful outcomes in the child care field lies in the close co-operation between different disciplines.*To raise awareness of often-neglected issues such as marginalization of ethnic minorities and problems consequent upon by poverty and disability.*To keep abreast of and continue to influence child care practice in response to children’s legislation.*To include the views of those who are in receipt of multi-disciplinary child care services.The Child Care in Practice Group is a company limited by guarantee No 31209 and a charity recognised by the Inland Revenue Ref No XR12410.Audience:Includes but is not limited to: Social Workers, Psychologists, Lawyers, Psychiatrists, Nurses, Sociologists, Public Health Workers, Law Enforcement, Educators, and Paediatricians.Peer Review IntegrityAll research articles in this journal, including those in special issues, special sections, or supplements, have undergone rigorous peer review, this generally involves initial editor screening and anonymized refereeing by at least two independent reviewers.DisclaimerTaylor & 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 expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the author and are not the views of Taylor & Francis.

View a list of the latest free articles available from Qualitative Research in Sport, Exercise and HealthQualitative Research in Sport, Exercise, and Health is a landmark publication 8211; it is the first international journal solely dedicated to the advancement and dissemination of qualitative research in the sport, exercise, and health sciences. Providing a forum for qualitative researchers within all the social scientific areas of sport, exercise, and health the journal offers researchers, practitioners, and students' access to cutting edge empirical inquiry, scholarly dialogues, and the latest developments in qualitative methodologies and methods. Open to all qualitative approaches, Qualitative Research in Sport, Exercise, and Health aims to be eclectic in content. It will publish refereed articles covering the diverse landscape of qualitative research. There are four issues a year to include empirical research articles, methodological articles, theoretical articles that address conceptual issues underlying qualitative research, review essays, and book reviews.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.

Body, Movement and Dance in Psychotherapy is an international, peer-reviewed journal exploring the relationship between body and mind and focusing on the significance of the body and movement in the therapeutic setting. It is the only scholarly journal wholly dedicated to the growing fields of body (somatic) psychotherapy and dance movement therapy. The body is increasingly being recognized as a vehicle for expression, insight and change. The journal encourages broad and in-depth discussion of issues relating to research activities, theory, clinical practice, professional development and personal reflections. Topics in forthcoming issues: Body Psychotherapy and Dance Movement Therapy as these areas relate to the following: Children and adolescents; Families; Couples; Touch; Trauma; Assessment, Observation and evaluation; Research; Body image and identity; Training and supervision; The limits and opportunities of the body; The sacred and the body; Psychosomatics; Mind-body interrelationship; The Arts. Book reviews - if you would like to send a book for review, or you have a review you would like to submit please click here for further details Readership Essential reading for all mental health professionals (psychiatrists, psychologists, psychotherapists, counsellors, mental health nurses, social workers) with an interest in the body-mind dynamic, in particular body psychotherapists, somatic psychotherapists, dance movement therapists, and creative arts therapists. Peer Review Integrity All research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees. Disclaimer 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 expressed 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.

Irish Educational Studies is an international, refereed journal. It is the official journal of the Educational Studies Association of Ireland (ESAI) and is listed in the Social Science Citation Index™. The journal is open to papers on a range of topics relevant to education, drawing on the full spectrum of disciplines that feed into educational theory and practice, including anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies. We welcome papers that draw on a range of research methodologies. The journal is especially open to papers that have a critical edge, making links between the local and global and influences on practice across all sectors of education - from early childhood education, primary and post-primary schooling, through to Higher 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 and the Educational Studies Association of Ireland makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and the Educational Studies Association of Ireland 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 the Educational Studies Association of Ireland.

iOpenAccess option now availableFree access available to the following articles: SPR Presidential Address 'Toward a working through of some core conflicts in psychotherapy research' Senior and Early Career Award Paper 'Processing the therapeutic relationship' Psychotherapy Research seeks to enhance the development, scientific quality, and social relevance of psychotherapy research and to foster the use of research findings in practice, education, and policy formulation. The Journal publishes reports of original research on all aspects of psychotherapy, including its outcomes, its processes, education of practitioners, and delivery of services. It also publishes methodological, theoretical, and review articles of direct relevance to psychotherapy research. The Journal is addressed to an international, interdisciplinary audience and welcomes submissions dealing with diverse theoretical orientations (e.g., psychodynamic, cognitive, behavioral, humanistic, experiential, systems approaches), treatment modalities (e.g., individual, group, couples, family), and research paradigms (e.g., quantitative, qualitative, clinical trials, process studies, outcome prediction, systematic case studies, measure development, meta-analyses).Peer Review IntegrityAll research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.Disclaimer The Society for Psychotherapy Research and Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the Society and 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 expressed 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 the Society and Taylor & Francis.

The Journal of Language and Politics (JLP) represents a forum for analysing and discussing the various dimensions in the interplay of language and politics. The basic assumption is that the language of politics cannot be separated from the politics of language. The notion of ’Political Discourse’ does not remain limited to the ’institutional’ field of politics (e.g. parliamentary discourse, election campaigns, party programmes, speeches, etc.) but opens to all linguistic manifestations that may be considered to be political, provided that it is convincingly argued what makes them ’political’. In order to illuminate new and old forms of political discourses inter- and transdisciplinary perspectives and elaborated linguistic methodologies have to complement each other.Articles should bring together sociological concepts, political theories, and historical analysis. Methodologies can be qualitative or quantitative and must be well grounded in linguistics or other relevant disciplines. They may focus on different dimensions (pragmatics, semantics, social cognition, semiotics) of political discourse. Since political discourses overlap with other discourses, e.g. economic and scientific discourses, perspectives of interdiscursivity and intertextuality are considered to be important. Articles based on ethnographic studies will be particularly welcome.The Journal of Language and Politics welcomes review papers of any research monograph or edited volume which takes a discourse-analytical approach to the study of language and politics, as broadly conceived above. If you are interested in reviewing any recent, relevant text please email Christopher.hartATnorthumbria.ac.uk and we can arrange for a copy to be sent to you.The Journal of Language and Politics is associated with the book series Discourse Approaches to Politics, Society, and Culture, edited by Ruth Wodak and Greg Myers.This journal is peer reviewed and indexed in: IBR/IBZ, International Political Science Abstracts, and in the following Thomson Reuters (ISI) services: Arts and Humanities Citation Index, Social Sciences Citation Index, Social Scisearch, Journals Citation Reports/Social Sciences Edition, Current Contents/Social and Behavioral Sciences, Current Contents/Arts & Humanities, European Reference Index for the Humanities, LLBA, TSA OnlineSample issue: JLP 7:1 .

The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe. With this as its principal focus, it should be emphasised that its definition of education embraces care and that its approach is multidisciplinary, embracing all related fields including psychology, sociology, child health and social work. Contributions from outside the European context are encouraged where there is a relevance to the EECERA's stated aims. 'Early Childhood' is defined as being from birth to eight years of age. The Editorial Board intends to publish papers which have a clear application to early childhood education and care policy and practice and this must be made explicit in the paper. It also seeks to provide a common forum for shared issues in early childhood education research, and, on occasion, to provide a forum for controversy in the discussion of such issues. Papers may take the form of reports of research in progress, discussion of conceptual and methodological issues and review articles. All papers are peer reviewed. The Journal is published three times per year. Papers are either selected from those presented as key notes at the EECERA Annual Conference or can be submitted directly to the Coordinating Editor. European Early Childhood Education Research Association Membership rates include a subscription to European Early Childhood Research Journal. To become a member please complete the membership form. For more information about the many other benefits of joining please download the EECERA leaflet 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 EECERA make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and EECERA 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 EECERA.

Suitable topics for manuscripts include:

• The boundaries of OCD and relationships with OC spectrum disorders

• Validation of assessments of obsessive-compulsive and related phenomena

• OCD symptoms in diverse social and cultural contexts

• Studies of neurobiological and genetic factors in OCD and related conditions

• Experimental and descriptive psychopathology and epidemiological studies

• Studies on relationships among cognitive and behavioral variables in OCD and related disorders

• Interpersonal aspects of OCD and related disorders

• Evaluation of psychological and psychiatric treatment and prevention programs, and predictors of outcome.

Sex Education is an international refereed journal concerned both with the practice of sex education and with the thinking that underpins it. Contributions are welcomed from within a variety of academic disciplines - particularly health education, sociology, philosophy and psychology - and from a variety of ideological standpoints. Submitted work should connect significantly with issues concerned with sex education and have presumptions made by the author(s) described and defended. Sex Education does not assume that sex education takes place only in educational institutions and the family. Contributions are therefore welcomed which, for example, analyse the impacts of media and other vehicles of culture on sexual behaviour and attitudes. Medical and epidemiological papers (e.g. of trends in the incidences of sexually transmitted infections) will not be accepted unless their educational implications are discussed adequately. Interview with the Editor - Listen to Michael Reiss talk about Sex 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.

Parenting: Science and Practice is a quarterly international and interdisciplinary peer-reviewed journal that seeks to publish rigorous empirical, methodological, applied, review, theoretical, perspective, and policy pieces relevant to parenting; contributions from the humanities and biological sciences as well as the social sciences are invited. The journal also publishes notices of books and other publications or media representations relevant to a scientific approach to parenting. Departments Parenting: Science and Practice has five main departments: Inquiries about prospective submissions to any department should be addressed to the Editor (email: Marc_H_Bornstein@nih.gov). * Empirical Articles. The journal is principally committed to the publication of empirical articles. Creative, comprehensive, and clear reports that advance theory and the empirical base in the field of parenting studies are sought, and all modes of empirical research are invited: experimental, observational, ethnographic, textual, interpretive, and survey. * Reviews. Reviews of the literature may be empirically grounded or theoretical; they should be scholarly, integrative, and timely, synthesizing or evaluating an issue relevant to parenting. (Published reviews are sometimes accompanied by a small number of solicited commentaries from specialists in parenting as well as in allied fields.) * Statements. Statements provide a forum for the rapid dissemination of new hypotheses, fresh concepts, alternative methods, or emerging trends. Statements should be tightly reasoned and empirically grounded and must be cogent and succinct. Statements should not exceed 3,000 words in length. * Tutorials. Parenting publishes occasional tutorials that debut a new concept in parenting or explore the intersection of parenting with an academic specialty pertinent to parenting studies. These papers define the concept or the field, crystallize its major contributions, detail direct associations with parenting, and augur future directions of application. * Media Notices. Summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies or practices will appear in the journal. Send relevant material to the Editor. Additional Features Thematic Issues Parenting: Science and Practice welcomes proposals for Thematic Issues. Thematic Issues need to have components that link together closely in some meaningful conceptual or theoretical way, and the proposer of a Thematic Issue becomes the Guest Editor. Thematic Issues may be invited or open competitions, but all submissions must be peer reviewed. Individuals interested in developing a Thematic Issue should send the Editor a brief proposal and justification. Some proposals may be more appropriate for the Monographs in Parenting series. Media Notices Parenting: Science and Practice will publish summaries and evaluations of books, periodicals, Web sites, and other media that concern themselves with parenting studies and childcare practices. Send relevant material to the Editor. Audience Parenting: Science and Practice will appeal to scholars and practitioners in psychology, human development, family science, clinical practice, social work, education, pediatrics, psychiatry, sociology, anthropology, demography, biology, and related disciplines. Articles published in Parenting: Science and Practice will be meaningful to parents and students as well as researchers. Monographs in Parenting To accompany the journal, Monographs in Parenting publishes authored or edited volumes whose central concern is parenting, caregiving, and childrearing broadly construed. Send inquiries about potential submissions to the Monographs in Parenting series to the Editor. Monographs in Parenting published to date: John G. Borkowski, Sharon Landesman Ramey, and Marie Bristol-Power. Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development (2002). Marc H. Bornstein and Robert H. Bradley. Socioeconomic Status, Parenting, and Child Development (2003). Ariel Kalil and Tome DeLeire. Family Investments in Children's Potential: Resources and Behaviors that Promote Children's Success (2004). Philip A. Cowan, Carolyn Pape Cowan, Jennifer Ablow, Vanessa Kahen Johnson, and Jeffrey R. Measelle. The Family Context of Parenting in Children's Adaptation to School (2005). Tom Luster and Lynn Okagaki. Parenting: An Ecological Perspective (2e) (2005). Marc H. Bornstein and Linda Cote. Acculturation and Parent-Child Relationships (2006). Femmie Juffer, Marian J. Bakermans-Kranenburg, and Marinus H. van Ijzendoorn. Promoting Positive Parenting: An Attachment-Based Intervention (2007). Marc H. Bornstein. Parenting: Essential Readings (in preparation). Peer Review Policy: All papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Critical Discourse Studies is an interdisciplinary journal for the social sciences. Its primary aim is to publish critical research that advances our understanding of how discourse figures in social processes, social structures, and social change.Critical Discourse Studies has been established in response to the proliferation of critical discourse studies across the social sciences and humanities. We will consider for publication papers that meet the needs of scholars in diverse disciplines and areas of study which develop critical perspectives on the relationship between discourse and social dynamics. Relevant areas and disciplines include: anthropology, communication, linguistics, sociology, politics, political economy, education, psychology, media studies, geography, urban studies, cultural studies, management studies, literary studies, history, technology studies, legal studies, philosophy, gender studies, migration studies, ethnic studies and others. We also welcome papers which connect critical academic research with practical concerns and agendas, including those of activist and grassroots political movements.The scope of critical discourse studies is not limited to linguistic studies, or articles that are primarily empirical or analytical. Critical examination of non-linguistic phenomena that take a significant discourse orientation, as well as theoretical and methodological papers that advance critical understandings of discursive phenomena, are welcomed.Recognising the diversity, depth, and history of scholarship in the growth of critical discourse studies, no particular theoretical, disciplinary, or methodological "schools" or paradigms will be privileged over others in the selection of papers for publication. The primary criteria for publication are originality, scholarly rigor, coherence of argument, relevance and timeliness of research.Critical Discourse Studies is an international and interdisciplinary journal. The membership of its advisory board reflects the cultural, geographical, theoretical, and disciplinary diversity of the journal and its readership.Critical Discourse Studies encourages contributions from both new and established scholars. The journal recognises that the new and rapidly changing social relations of the current age call for new approaches to understanding the waves of change that continue to impact upon social, political, economic, and cultural formations. Therefore the editors strongly encourage the submission of papers that advance new approaches and new understandings that bridge disciplinary and cultural boundaries.Critical Discourse Studies aims to be accessible. It aims for papers that are written clearly, explain key terms and concepts in an accessible way for readers at many levels, and recognise the needs and interests of its diverse community of readers.Peer Review Policy All articles in this journal have undergone editorial screening and have been peer reviewed by at least two referees.Disclaimer 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 Journal of Pain & Palliative Care Pharmacotherapy is an interdisciplinary, peer-reviewed, quarterly publication that addresses advances in acute, chronic, and end-of-life symptom management. It is published both in print and electronically (online). Readers in environments that have institutional subscriptions have access to full text of each issue online. The Journal of Pain & Palliative Care Pharmacotherapy is included in Medline/PubMed, EMBASE, and more than 50 other international abstracting & indexing services. Inside you’ll find original research, timely review articles, case reports, commentaries, book and media reviews, and articles on efficacy, safety, cost-effectiveness, availability, delivery systems, ethics, policy, philosophy, and other issues relevant to pharmacotherapy in the management of acute, chronic, and end-of-life pain and related symptoms. Readers are invited to submit letters to the Editor for publication consideration. The journal’s interdisciplinary, international, 32-member Editorial Board includes leading clinicians, investigators and analysts from the disciplines of bioethics, medicine, nursing, pharmaceutical sciences, psychology, social work, and health care policy. Read More: http://informahealthcare.com/page/ppc/Description.

Classroom Discourse is an international, peer reviewed journal that provides a forum in which research from language and education disciplines can be combined.

The Journal focuses on research that considers discourse and interaction in settings where activity is deliberately organised to promote learning. While most papers focus on the discourse of classrooms, others report research in more informal, naturalistic settings in which, while learning is certainly still taking place, it is not occurring in the typical and ‘traditional’ space of a classroom. Examples might include online tutorials, peer-peer interactions of work-in-progress, and dialogues between ‘trainer and trainee’ in a workplace context.

In order to deal with the range of phenomena identified in the Journal’s wide interpretations of both ‘classroom’ and ‘discourse’, contributions are invited from across the range of theoretical perspectives and research methods. Thus, articles are welcomed which use such perspectives as ethnomethodology, conversation analysis, discursive psychology, multimodal analysis, systemic functional linguistics, genre theory, studies on ‘voice’, identity studies, critical discourse analysis (CDA), sociocultural theory, cultural-historical activity theory,  communities of practice, linguistic ethnography and linguistic anthropology, and poststructuralist discourse analysis.