Journal Guide

Education and Urban Society (EUS) is the preeminent journal for communicating new ideas on educational processes, controversies, research, and policy. It places special emphasis on the relationship between educators and society. It is an important outlet for the wide variety of disciplines studying today's educational systems and provides a multidisciplinary forum for communication among educators, educational administrators, school board, sociologists, anthropologists, and political scientists.

This peer-reviewed journal wishes to encourage international debate about change in schools, especially, but not only, schools in challenging contexts. This includes research relating to learning and teaching in the classroom, the curriculum, teacher professional development and the relationships between schools, their communities and the broader education system. The journal also publishes research on innovative programmes in pre-service teacher education. In general, articles on leadership and management are not the focus of the journal, unless they are related to curriculum leadership. Contributions are published mainly in the form of empirical research articles and original theoretical works, as well as book review articles.

Education for Chemical Engineers is IChemE's new online journal, launched in May 2006 at ACHEMA.With a remit to publish education research papers, resource reviews and teaching and learning notes, ECE is targeted at chemical engineering academics and educators, discussing the ongoing changes and development in chemical engineering education.This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research.Core topic areas:AssessmentAccreditationCurriculum development and transformationDesignDiversityDistance educationE-learningEntrepreneurship programsIndustry-academic linkagesBenchmarkingLifelong learningMultidisciplinary programsOutreach from kindergarten to high school programsStudent recruitment and retention and transition programsNew technologyProblem-based learningSocial responsibility and professionalismTeamworkWeb-based learning

Education, Citizenship and Social Justice provides a strategic forum for international and multi-disciplinary dialogue for all academic educators and educational policy-makers concerned with the meanings and form of citizenship and social justice as these are realised throughout the time spent in educational institutions.

Educational Action Research is a fully refereed international journal concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.Editorial correspondence, including manuscripts for submission (in three copies), together with an electronic copy of the article in MS Word format, should be sent to Christopher Day, Co-Editor, Educational Action Research, School of Education, University of Nottingham, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, United Kingdom.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, normally from two different countries in line with the journal's international status.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Collaborative Action Research Network make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and Collaborative Action Research Network 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 Collaborative Action Research Network.

Educational Administration Quarterly (EAQ) presents empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. The journal embraces traditional and emergent research paradigms, methods, and issues. It promotes the publication of rigorous and relevant scholarly work that enhances links among and utility for educational policy, practice, and research arenas.

Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

This international journal investigates and discusses the functions, theories, values and practices of assessment, evaluation and accountability. Coverage includes their impact in schools, higher education and educational systems and their reach into homes and communities.New Editor-in-Chief We are pleased to announce that Karen Edge will start as the new Editor-in-Chief of Educational Assessment Evaluation and Accountability as of May 1, 2012.Dr. Edge is a faculty member at the Institute of Education, University of London. Karen completed her PhD at OISE/University of Toronto and specializes in educational leadership, organizational development, public policy reform and international development. Most recently, Karen is leading a study of GenerationX school leaders in London, New York and Toronto. Karen regards her appointment to the post of Editor-in-Chief role to be a privilege and will work to build on the successes of John McBeath and Lejf Moos and the Editorial Board. A Thank-You to Lejf Moos and John