Journal Guide

2009 Impact Factor: 0.567Ranking 39/68 Anthropology169; 2010 Thomson Reuters, Journal Citation Reports 174; Anthropological Forum is a journal of social anthropology and comparative sociology that was founded in 1963 and has a distinguished publication history. The journal provides a forum for both established and innovative approaches to anthropological research. A special section devoted to contributions on applied anthropology appears periodically. The editors are especially keen to publish new approaches based on ethnographic and theoretical work in the journal's established areas of strength: Australian culture and society, Aboriginal Australia, Southeast Asia and the Pacific. For more information click here. Peer review policyAll 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 publicationsTaylor & Francis and Discipline of Anthropology and Sociology at The University of Western Australia makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and Discipline of Anthropology and Sociology at The University of Western Australia 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 Discipline of Anthropology and Sociology at The University of Western Australia.

Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself.Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The intention is to explore both commonalities and differences in policy and practice. Assessment in Education is the official journal of the International Association for Educational Assessment (IAEA).Peer Review Policy:All articles submitted to the journal undergo rigorous peer review. This involves anonymised refereeing by two anonymous referees and where there is a split decision by a third referee. The journal has an extensive editorial board of referees that have standing both nationally and internationally.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.

Australian Social Work is an international peer-reviewed journal reflecting current thinking and trends in Social Work. The Journal promotes the development of practice, policy and education, and publishes original research, theoretical papers and critical reviews that build on existing knowledge. The Journal also publishes reviews of relevant professional literature, commentary and analysis of social policies and encourages debate in the form of reader commentary on articles.Australian Social Work has grown out of the Australian context and continues to provide a vehicle for Australian and international authors. The Journal invites submission of papers from authors worldwide and all contributors are encouraged to present their work for an international readership. Peer Review Policy:All articles in this journal have undergone a rigorous anonymous peer review process which involves initial screening by the Editors, refereeing by two anonymous reviewers and the Editors' final decision to publish according to the journal's publishing criteria.Disclaimer The Australian Association of Social Workers and Taylor & Francis make 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 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 necessarily the views of the Editor, the Society or Taylor & Francis.

Listen to an interview with Michele Schweisfurth, Editor, of Comparative Education Comparative Education is an international peer-reviewed research journal which, since its inception in 1964, has contributed to the growing importance of comparative perspectives in the analysis of educational issues in national, international, and global contexts. The journal engages with theoretical, conceptual and methodological debates in the whole field of comparative education. It publishes rigorous analyses of educational phenomena, policies and developments that are of theoretical and practical importance and of relevance to scholars, policy-makers and practitioners alike. We are particularly interested in in-depth studies investigating the interplay of international and domestic forces in the shaping of educational ideologies, educational systems, and patterns of teaching and learning. Submissions are welcomed from scholars engaged in high quality comparative research in all fields and from all paradigmatic perspectives in the social and human sciences. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis make 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.

Consumption, Markets and Culture, (CMC) focuses on consumerism and the markets as the site of social behaviour and discourse. It encourages discussion of the role of management and organisations in society, especially in terms of production, consumption, colonialism, globalisation, business performance and labour conditions. Combining theories of culture, media, gender, anthropology, literary criticism and semiology with analyses of business and management, the journal is international in its scope and iconoclastic in its aims. The editor considers marketing to be the ultimate social practice of postmodernity, blending art and commerce and requiring the constant renewal of styles, forms and images. Educating readers about the conscious and planned practice of signification and representation is, thus, the journal's primary aim; its second is to take part in inquiring in and construction of the material conditions and meanings of consumption and production.Peer Review Policy:Articles that are published in Consumption, Markets & Culture (CMC) go through a double-blind peer-review process of greatest integrity. 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.

Counselling & Psychotherapy Research (CPR) is an international peer-reviewed journal dedicated to connecting research with practice. Pluralist in orientation, the journal recognizes the value of qualitative, quantitative and mixed method strategies of inquiry within psychotherapy and counselling research. It seeks to be relevant both to a core disciplinary constituency and also a broader interdisciplinary readership. Related journal - European Journal of Psychotherapy and Counselling Volume 8 Number 2 - Special issue: Using Clinical Outcomes in Routine Evaluation Click here for free access to the Editorial 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 normally by at least two independent referees. Disclaimer The British Association for Counselling and Psychotherapy and Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') 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 International Journal of African Renaissance Studies is a forum for scholarship on the challenges facing Africa today and seeks to promote research, policy analyses and teaching that locate African people at the centre of the development agenda.  The journal covers multi-, inter- and transdisciplinary approaches in examining the African Renaissance and the repositioning of Africa within the world system. It is committed to producing and using knowledge to empower and strengthen Africa, its people and its Diaspora.

Peer Review Statement

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.

The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. Common themes include social purpose in lifelong education, and sociological, policy and political studies of lifelong education. The journal recognises that research into lifelong learning needs to focus on the relationships between schooling, later learning, active citizenship and personal fulfilment, as well as the relationship between schooling, employability and economic development.With this in mind, the journal provides the context for an informed debate on the theory and practice of lifelong education in a variety of countries and settings. All papers are peer reviewed. Each issue carries a lively reviews section.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 refereesDisclaimer 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.

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.

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.

Japan Forum, the official journal of the British Association for Japanese Studies publishes original research in the multidisciplinary field of Japanese Studies, with articles in subject areas ranging from archaeology, language, literature, philosophy and culture to history, economics, politics, international relations and law.Submissions from younger researchers as well as from established scholars are welcome, as are submissions which cross disciplinary boundaries or do not otherwise match the subject areas listed above. All submissions are independently referred.Peer Review StatementAll research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous double-blind refereeing by two referees.Recent Special IssuesTokyo and Beyond -Volume 18, Number 3, 2006Censorship in the Japanese Arts - Volume 19, Number 3, 2007 Disclaimer The British Association for Japanese Studies and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the British Association for Japanese Studies 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 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 necessarily the views of the Editor, the British Association for Japanese Studies or Taylor & Francis.

The Journal for Maritime Research (JMR) was inaugurated in 1999 as the first fully-online, peer-refereed journal in the field of historical maritime research. From 2011 the JMR will be re-launched online and in print, published twice-yearly by Routledge. The JMR focuses on historical enquiry at the intersections of maritime, British and global history, an increasingly dynamic area of research. It seeks to champion a wide spectrum of innovative research on the maritime past. While the Journal has a particular focus on the British experience, it aspires to position this within broad oceanic and international contexts, encouraging comparative perspectives and interdisciplinary approaches. The journal publishes research essays and reviews around 15-20 new books each year across a broad spectrum of maritime history. Peer Review Policy All research articles published in this journal undergo rigorous peer review, involving initial editor screening and independent assessment, normally by two anonymous referees. Disclaimer: The National Maritime Museum and Taylor & Francis make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, the Musuem 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 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 necessarily the views of the Editor, the Museum or Taylor & Francis. Routledge History Promote Your Page Too.

Journal of Biological Dynamics publishes state of the art papers dealing with the analysis of dynamic models that arise from biological processes. The Journal focuses on dynamic phenomena at scales ranging from the level of individual organisms to that of populations, communities, and ecosystems in the fields of ecology and evolutionary biology, population dynamics, epidemiology, immunology, environmental science, and animal behavior. Papers in other areas are acceptable at the editors' discretion. In addition to papers that analyze original mathematical models and develop new theories and analytic methods, the Journal welcomes papers that connect mathematical modeling and analysis to experimental and observational data. The Journal also publishes short notes, expository and review articles, book reviews and a section on open problems.For details of the new Lord Robert May Best Paper Prize, please click here.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 Journal of New Music Research (JNMR), founded in 1972 under the title Interface, publishes material which increases our understanding of music and musical processes by systematic, scientific and technological means. This is by nature an interdisciplinary endeavour; research published in the journal draws on musicology (including music theory), philosophy, psychology, acoustics, computer science, engineering, and other disciplines. No bounds are placed on the music or musical behaviours at issue. Popular music, music of diverse cultures and the canon of western classical music are all within the Journal's scope. Articles deal with theory, analysis, composition, performance, uses of music, instruments and other music technologies. Material published in the Journal is innovative, scientifically rigorous and musically relevant. Peer Review Policy: All research articles published 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.

The Journal of Poetry Therapy (JPT), sponsored by the National Association for Poetry Therapy, is a peer-reviewed interdisciplinary journal committed to the publication of original articles concerned with the use of the literary arts in therapeutic, educational, and community-building capacities. The purview of the JPT includes the use of bibliotherapy, journal therapy, creative writing, narrative, lyrics, storytelling, and metaphor in human service settings. Research (qualitative and quantitative) , practice (clinical and education), theoretical, and literary studies are emphasized. The intended audience of JPT includes those in the allied helping professions and education, as well as those in literary/artistic fields with a concern toward promoting growth and healing through language, symbol, and story.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.DisclaimerThe National Association for Poetry Therapy 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 Scandinavian Journal of Educational Research is an international refereed research journal focusing on central ideas and themes in educational thinking and research. The journal welcomes reports on philosophical, historical, comparative, experimental and survey studies and has no preferences - except quality - concerning the authors' choices of methodological perspectives. The journal reflects ongoing educational research in the nordic countries. It also encourages scholarly discussions on vital concepts, new issues and themes of importance for education in the future. The journal sells to over fifty countries and is abstracted and indexed in over fifteen current awareness titles. 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 Editors of Scandinavian Journal of Educational Research make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and The Editors of Scandinavian Journal of Educational Research 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 Editors of Scandinavian Journal of Educational Research.

Sikh Formations: Religion, Culture and Theory was founded to understand Sikhs, Sikhism, and Sikh Identity within the context of a new and dynamic setting that embraces globalisation, trans-nationalism, and other related processes. In particular the journal aims to: * define a new cultural and intellectual space for Sikhs and Sikhism both within Punjab and the emerging diaspora * examine the politics of knowledge and comparative cultural theory as it arises at the intersections between contemporary Sikh experience, the study of Sikhism and the disciplines of the Humanities and Social Sciences * promote enquiry into and critical reflection upon the cultural, philosophical, religious, historical and political developments within Sikhism * explore the self-understanding of these traditions and their mutual relations * examine the dialogue and inter-religious relations between Sikhism and other world spiritual traditions. Peer Review Policy: All research articles published 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.

Social Epistemology provides a forum for philosophical and social scientific enquiry that incorporates the work of scholars from a variety of disciplines who share a concern with the production, assessment and validation of knowledge. The journal covers both empirical research into the origination and transmission of knowledge and normative considerations which arise as such research is implemented, serving as a guide for directing contemporary knowledge enterprises. Social Epistemology publishes 'exchanges' which are the collective product of several contributors and take the form of critical syntheses, open peer commentaries interviews, applications, provocations, reviews and responses. Social Epistemology will be operating in collaboration with The Society for Social Studies of Science (4S) and the European Association for the Study of Science and Technology (EASST). Peer Review Policy: All research articles published in this journal have undergone peer review, based on initial editor screening and anonymized refereeing by at least two 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 aim of the journal is to establish a line of communication with these regions of Europe. Previously isolated from the European mainstream, the Balkan and Black Sea regions are in need of serious comparative study as are the individual countries, no longer 'at the edge' of Europe.The principal disciplines covered by the journal are politics, political economy, international relations and modern history; other disciplinary approaches are accepted as appropriate. The journal will take both an academic and also a more practical policy-oriented approach and hopes to compensate for the serious information deficit on the countries under consideration. It provides a unique opportunity to establish a new paradigm of analysis for the region and one that attempts to break away from the traditional ethnocentric approaches and develop a deeper and more fruitful understanding of the area.Peer Review Policy:All research articles published 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.