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Scando-Slavica is a peer-reviewed international journal for Slavic and Baltic linguistics, literature, culture, history and society. It publishes two issues yearly. The editorial board is appointed by the Association of Nordic Slavists and Baltologists. While Scando-Slavica is primarily an organ for Scandinavian slavists and baltologists, contributions by non-Scandinavian authors are welcomed. The majority of articles are written in English and Russian, but articles written in German and French are also accepted.

School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: * Effective pedagogy * Classroom climate * School ethos and leadership * School improvement and reform programmes * Systemwide policy and reform The journal does not subscribe to any particular methodology, and publishes quantitative, qualitative and mixed methods studies, literature reviews, historical overviews, case studies, theoretical and philosophical material and methodological papers, providing they are relevant to the field of educational effectiveness and demonstrate the rigour expected from a leading education journal. 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. The journal also publishes an annual list of referees in the first issue of each volume. 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.

School Leadership & Management is an international, refereed journal which publishes articles, reports, news and information on all aspects of the leadership and management of schools. The journal is fundamentally concerned with the improvement of leadership and management practice in schools.School Leadership & Management particularly welcomes: articles that explore alternative, critical and re-conceptualised views of school leadership and management articles that are written for academics but are aimed at both a practitioner and academic audience contributions from practitioners, provided that the relationship between theory and practice is made explicit. Prospective authors should consult the notes for contributors. Authors are also encouraged to contact members of the editorial board prior to submission.Peer Review Policy:All research articles in this journal, including those that appear in special editions, have undergone rigorous peer review, based upon initial editors screening and subsequent anonymized refereeing by at least two referees for each paper. In the case of a difference of opnion between referees additional views are sought from a third referee. The refereeing process adheres to the international standards and ensures that all published work is of the highest quality.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.

School Psychology Quarterly® publishes empirical studies and literature reviews of the psychology of education and services for children in school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, cross-cultural, and developmental perspectives.Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes research pertaining to the education of populations across the life span.We welcome manuscripts from scholars throughout the world, including research from multi-site international projects and work that has the potential to be adapted to and implemented around the globe to address the needs of diverse populations, cultures, and communities.Papers linking innovative empirical research with practice and public policy in the USA and elsewhere will also be considered.

Published six times a year, School Psychology International is a peer reviewed journal that highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. It offers articles reflecting high quality academic research in the field as well as examples of proven best practice.

Science & Global Security is an international journal for peer-reviewed scientific and technical studies relating to arms control, disarmament, and nonproliferation policy. Its goals are to help create a common understanding of the technical basis for new policy initiatives and to provide an archival source for further works of scholarship and policy analysis. Articles in the past few years have included technical studies on the characteristics and verification of centrifuge uranium enrichment, the monitoring of containers to detect nuclear material, the risks of accidental launch of ballistic missiles, Russia's nuclear icebreaker fleet, advances in seismic monitoring of underground nuclear weapon tests, and the characteristics and proliferation resistance of new nuclear reactor concepts and fuel cycles. The articles published in the journal are written so that their essential conclusions can be understood by non-specialists, while containing enough technical detail so that results can be checked and reproduced by technical analysts. Beyond providing a basis for policy, the journal publishes review articles and tutorial material suitable for university courses.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and outside refereeing, most often by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Appearing quarterly since 1936, Science & Society is the longest continuously published Marxist scholarly journal in the world. Its intellectual coverage includes social and political theory, first-order historical research, economics, philosophy, theoretical foundations in the natural sciences, literature, and the arts. In both general issues, and special issues devoted to particular topics, the journal provides serious analysis of the contemporary human condition and visions of social alternatives, and contributes to the continuing critical redevelopment of the Marxist tradition.

• a materials list,
• a step-by-step procedure,
• any related background information,
• any cross-curricular applications, and
• Any appropriate assessment suggestions or developed rubrics.

1. Material should be original and grounded in real science. Specify necessary classroom setup and time frames for doing the project. Sources should be adequately reference and largely up-to-date; reference within the text where applicable.
2. Use the active voice and the first person. Address teachers, not students; our readers are educators who want to know about your personal experiences with your topic. Organize material by headings and subheadings, and use numbered or bulleted lists to provide visual interest. 
3. Relate content and activities to the Next Generation Science Standards (NGSS) and if applicable to the Common Core State Standards (CCSS) as well as any standards relevant to the activity.
4. Use the metric system when referring to physical measurements. (Nonmetric units can follow in parentheses.)
5. Provide tables, diagrams, graphs, figures (artist-drawn graphics), sharp photographic images, and any other visual aids for greater article appeal. Of particular interest are samples of student work that provide evidence of the actual classroom implementation. Credit sources where necessary and include release forms for all photographs of people.

Science Communication (SC), published quarterly, is an international, interdisciplinary social science journal that examines the nature of expertise, the diffusion of knowledge, and the communication of science and technology among professionals and to the public. SC addresses theoretical and pragmatic questions central to some of today's most vigorous political and social debates. This discourse crosses national, cultural, and economic boundaries on issues such as health care policy, educational reform, international development, and environmental risk.

Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections:

Science & Education publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics. In addition, the journal disseminates accounts of lessons, units of work, and programs at all levels of science and mathematics that have successfully utilized history and philosophy.This journal promotes the inclusion of history and philosophy of science and mathematics courses in science and mathematics teacher education programs. Moreover, it promotes the discussion of the philosophy and purpose of science and mathematics education and their place in and contribution to the intellectual and ethical development of individuals and cultures.To achieve its goals, Science & Education fosters collaboration among scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers.

Science and Engineering Ethics is a multi-disciplinary journal that explores ethical issues of direct concern to scientists and engineers. Coverage encompasses professional education, standards and ethics in research and practice, extending to the effects of innovation on society at large. Recent controversies and instances of misconduct in science have attracted considerable media attention. In addition, the power of new technologies developed through science and engineering - especially as portrayed by the media - have inspired growing popular concern. Science and Engineering Ethics offers a forum for the examination and discussion of ethical issues arising in the practice of scientific research and engineering, and in the practical application of that work. Although the focus of this publication is science and engineering, contributions from a broad range of disciplines are included.