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Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education.

Higher Education Research and Development (HERD) is a refereed international journal, established in 1982 as the principal learned journal of the Higher Education Research and Development Society of Australasia.Higher Education Research and Development aims to serve the needs of teachers, researchers, students, administrators and those concerned with the present and future of higher education. The journal publishes research-based articles on the theory and practice of higher education. This includes comparative reviews and critically reflective case studies, as well as empirically-based papers. All articles are appropriately framed for an international audience, and are designed to lead to critical insights into the area being addressed.All research articles in this journal have undergone rigorous peer review, based on initial editor screening and review by at least two internationally recognised peers.Books for Review: Send books for review to Dr Ian Brailsford, CAD, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand.Disclaimer:The Higher Education Research and Development Society of Australasia 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.

HESWBL is the only to journal to focus on the interface between higher education and the workplace. Covering higher level skills, higher level work-based and work integrated learning and higher education, the journal publishes articles with strong impact implications for practice and policy development. Providing broad international coverage of issues, developments and innovation, the journal showcases work around employer engagement, work integrated learning, co-operative education, graduate employability, occupational competence, academic and professional standards and workforce development.

A journal devoted to the teaching of Spanish and Portuguese published by the American Association of Teachers of Spanish and Portuguese, Hispania invites the submission of original, unpublished manuscripts on language, linguistics, literature, literary criticism, film, culture, cultural studies, applied linguistics and pedagogy having to do with Spanish and Portuguese. Hispania publishes scholarly articles that are judged to be of interest to specialists in the discipline(s) as well as to a diverse readership of teachers of Spanish and Portuguese. Hispania is the official journal of the American Association of Teachers of Spanish and Portuguese (AATSP).

For information on how to join the History of Education Society, please click here.History of Education has established itself as a leading, international, peer-reviewed journal, focusing on the history of education in all parts of the world. The journal is recognised as a key resource for both educationists and social historians alike.The journal publishes original research and major reviews of books in the history of education. Papers dealing with both formal and informal education systems, comparative education, policy-making, the politics and experience of education and pedagogy are welcomed.The journal also includes a section entitled Sources and Interpretations, which examines historical sources and debates around their interpretation in research and practice.Special Issues have focused on: feminism, femininity and feminization the second world war education and economic performance education and national identity education in Wales and Scandinavia ways of seeing education and schooling emerging historiographies reforming lives? progressivism, leadership and educational change 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.ReadershipHistorians of education, policy researchers, administrative researchers and sociologists of education.

The journal History of Education it has been published quarterly in Brazil since 1997. The topic it covers is the field of History of Education and its mission is to be a vehicle for the dissemination of studies in historiography of education. It aims mainly at disseminating the results of research done by teachers and undergraduate and graduate students, and its target public is teachers, students, researchers and people interested in history of education.

IEEE Potentials is the magazine dedicated to undergraduate and graduate students and young professionals. IEEE Potentials explores career strategies, the latest in research, and important technical developments. Through its articles, it also relates theories to practical applications, highlights technology's global impact and generates international forums that foster the sharing of diverse ideas about the profession.

IEEE-RITA covers technological applications and research in education including design and research in new learning tools that focus on teaching and learning. The scope includes learning applications, methods, materials and new experiences as they relate to engineering learning. The journal maintains a consistent focus on the IEEE environment inside Electrical Engineering, Electronic Technology, Telecommunications and Computer Science. Main areas include technological applications and research in Education covering the design and research in new learning tools, techniques and materials that focus on teaching and learning as well as learning applications, methods and materials and new experiences of engineering learning, always focusing on the teaching/learning of the IEEE fields inside Electrical Engineering, Electronic Technology, Telecommunications and Computer Science and Engineering.

The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.

The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.

Additional Information

TLT was published online using a delayed, open-access policy under which paying subscribers and per-article purchasers had access to newly published content, and then 12 months after the publication of each issue, all readers had access to the content, free of charge. Due to financial problems, this policy cannot continue in the future. So, since February 1, 2018, the delayed open access policy is suspended: all the manuscripts submitted until January 31, 2018 will be published (when accepted) under the old delayed open access policy (12 months), but all new manuscripts submitted since February 1, 2018 will be published (when accepted) only to subscribers and per-article purchasers. The future policy will maintain the delayed open access policy after N years. The number N of years will be decided in the future according to the financial evolution of the IEEE-TLT, and will be applied to all the papers published until that date, not only to papers submitted from that date. That is, all the papers published since N or more years would be put in open access.

Alternatively, immediate open access is available at acceptance with payment. For further details, see the IEEE's Open Access Publishing Options.

TLT publishes archival research papers and critical survey papers. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. Please be sure to visit the TLT taxonomy list.

IEEE Women in Engineering Magazine is the first magazine to focus on issues facing women who study or work in IEEE's fields of interest. The premiere issue, published in 2008, featured articles covering the political and international issues surrounding technology, including cultural differences in the workplace.

IEEE WIE strives to:

• recognize women's outstanding achievements in electrical and electronics engineering through IEEE Awards nominations;
• organize receptions at major technical conferences to enhance networking and to promote membership in WIE;
• advocate women in leadership roles in IEEE governance and career advancement for women in the profession;
• provide assistance with the formation of new WIE Affinity Groups and support ongoing activities;
• promote IEEE member grade advancement for women to the membership grades of Senior Member and Fellow;
• facilitate the development of programs and activities that promote the entry into and retention of women in engineering programs;
• administer the IEEE Student-Teacher and Research Engineer/Scientist (STAR) Program to mentor young women in junior and high schools.

Future issues are planned to include profiles of women with successful careers in science, technology, engineering, or mathematics, as well as coverage of educational programs that attract young women to those disciplines.

Improving Schools is a peer reviewed journal for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an international readership including teachers, heads, academics, education authority staff, inspectors and consultants.

Indian Journal of Pharmaceutical Education and Research (IJPER) is the official journal of Association of Pharmaceutical Teachers of India (APTI) and is being published since 1967. IJPER, a quarterly publication devoted to publish reviews and research articles in pharmacy and the related disciplines of Pharmaceutical education. It mainly covers the articles of special interest, covering the areas of Pharmaceutical research, teaching and learning, laboratory innovations, education technology, curriculum design, examination reforms, training and other related issues. It encourages debates and discussions on the issues of vital importance to Pharmaceutical education and research. The goal of the journal is to provide the quality publications and publish most important research and review articles in the field of drug development and pharmaceutical education. It is circulated and referred by more than 6000 teachers, 40,000 students and over 1000 professionals working in Pharmaceutical industries, Regulatory departments, hospitals etc.

ICT aims to provide those involved in training and development, organization development and human resource development access to evidence-based studies for the purpose of improving practice that benefits individuals, organizations, communities and society.