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International Journal of Early Years Education is a forum for researchers and practitioners to debate the theories, research, policy and practice which sustain effective early years education world-wide. It offers a comparative perspective on early years research and major new initiatives in the care and education of young children. Since its inception the journal has carried reports and research articles which evaluate and highlight innovative practice throughout the international community.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 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 purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development.Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development. The notion of development itself is highly contested, both as a theoretical construct and in its policy and programme manifestations. Education is prominent in approaches to and critiques of development. Here too perspectives vary. Education is expected to promote competitiveness and productivity; reduce inequality, poverty and disease; mitigate conflict and crisis; and promote human capability and achieve social justice. At the same time, education is also criticised for fostering hostility; entrenching difference; jeopardising local values and culture; and for its own use of control and violence.The International Journal of Educational Development is concerned with education in its broadest sense, including informal and non-formal modes, and skills development. IJED is primarily interested in studies that are focused on lower and middle income settings. It also considers papers that look at the relationship between education and development in other contexts or at the role that developed countries play in education and development through their policies and practices of aid and trade.The International Journal of Educational Development welcomes papers from all prospective authors and especially from scholars who come from low and middle income countries.

The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide.

The International Journal of Educational Research publishes research manuscripts in the field of education. Work must be of a quality and context that the Editorial Board think would be of interest to an international readership. The aims and scope of the journals are to:• Provide a journal that reports research on topics that are of international significance across educational contexts• Publish high quality manuscripts that are of international significance in terms of design and/or findings• Encourage collaboration by international teams of researchers to create special issues on these topicsWhat can papers/special issues be about?Proposals for special issues and individual papers can be on any contemporary educational topic of international interest. Reports of high quality educational research involving any discipline and methodology will be welcome. However, the journal's aim and scope is to ensure it publishes high quality research that could potentially inform research, policy and practice beyond the context of that in which the original work is undertaken.The research reported does not have to be comparative (in the sense of comparing aspects of education in different countries or cultures); a paper may report research carried out in just one location or cultural setting. Work can be drawn from any context or research paradigm. However, the Journal tends to publish empirical research studies that have clear significance to an international readership. Therefore, work must have the following features:• A strong theoretical framework• Clear understanding of how literature critically relates to the topic researched• Strong design and analysis• Critical analysis and recommendations for further research, policy and practice in an international context• It must follow the 'Instructions for Authors' advice givenAs well as papers, which report the findings of empirical research, papers, which provide critical literature reviews of research on specific educational topics of international interest, will also be welcome.Types of publicationThe International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Regular issues have an open call for manuscripts. Strong manuscripts will be reviewed. There is an Editorial Board policy that weaker manuscripts or manuscripts that do not follow the Guidelines for Authors will be rejected before review.Special issues are usually composed of individually invited manuscripts handled by a guest editor. Guest editors have responsibility for putting together the author team and handling the peer review process. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: 'Representing Diversity', 'Cross Curricularity', and 'Classroom Based Talk'. Please note that proposals for special issues must be in the format described in the Guide for Authors.How are papers assessed?Papers (including those in special issues) are subject to a peer review process, using an international panel of researchers who are expert in relevant fields. Referees are asked to judge the quality of research and also the relevance and accessibility of a paper for an international audience. The journal uses single blind review, meaning any reviewers are able to establish the author(s) of a manuscript. Authors must propose three reviewers for their manuscripts. These reviewers should be international in scope and at least one of them should be from an English language speaking country. Authors should not suggest reviewers from their own institution or reviewers where a conflict of interest may arise for the reviewer. For special issues, referees are asked first to judge the quality of a proposal, and then to judge the entire contents of a draft issue. [More detailed information on this process is provided under Guide for Authors: follow link from this page]How should papers or proposals for special issues be submitted?All submissions should be made via http://ees.elsevier.com/ijer/When preparing any proposals, it is important that authors consider the guidance provided under 'Guide for Authors'. Many manuscripts are 'desk rejected' because the author has failed to read and take account of these important guidelines.Ethical guidelinesWork must be undertaken in an ethical manner. Research must have been undertaken in accordance with Elsevier's guidelines on ethical research available at: http://www.ethics.elsevier.com/

The International Journal of Electrical Engineering Education's origins date back to 1948, when the world’s first stored-programme digital computer ran at the University of Manchester. In 1963, the Bulletin of Electrical Engineering Education evolved into the International Journal of Electrical Engineering Education (IJEEE).Today, IJEEE provides a showcase for international developments in the undergraduate teaching of electrical engineering and electronics, from power systems to nanotechnology.Illustrated articles and occasional book reviews highlight current topics from a teaching perspective. Specific projects, case studies and reports of laboratory practice complement analyses of new teaching methods, curriculum design, assessment, validation, and new technologies. All papers are peer reviewed. .

The International Journal of Euro-Mediterranean Studies (IJEMS) is aimed at promoting intercultural dialogue and exchanges between societies, developing human resources, and assuring greater mutual understanding in the Euro-Mediterranean region. To accomplish this objective, the journal seek to publish high quality research papers and case studies. The topics of papers include, but are not limited to: Politics, Sociology, Economics, Human Geography and Environment, Business and Management, Education, International Relations, and History. Thematic issues are published on: Civil Protection, De-Pollution of the Mediterranean, Alternative Energies, Maritime and Land Highways, Higher Education and Research, and Business Development in the Mediterranean.

Free online access to Editorials International Journal of Fashion Design, Technology and Education aims to provide a high quality peer-reviewed forum for research in fashion design, pattern cutting, apparel production, manufacturing technology and fashion education. The Journal will encourage interdisciplinary research and the development of an academic community which will share newly developed technology, theory and techniques in the fashion and textile industries, as well as promote the development of excellent education practice in the clothing and textile fields. Contributions suitable for this new journal should fall into one of the following three categories: (1) Research papers presenting important new findings (2) Technical papers describing new developments or innovation (3) Academic discussion papers dealing with medium to long-term trends and predictions. All published research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by independent expert referees. STAR Taylor & Francis/Routledge are committed to the widest possible dissemination of its journals to non-profit institutions in developing countries. Our STAR initiative offers individual researchers in Africa, South Asia and many parts of South East Asia the opportunity to gain one month's free online access to 1,300 Taylor & Francis journals. For more information, please visit the STAR website. 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 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.

Research areas relevant to the journal include, but are not limited to:

• Innovative interaction techniques
• Multimodal interaction
• Speech interaction
• Graphic interaction
• Natural language interaction
• Interaction in mobile and embedded systems
• Interface design and evaluation methodologies
• Design and evaluation of innovative interactive systems
• User interface prototyping and management systems
• Ubiquitous computing
• Wearable computers
• Pervasive computing
• Affective computing
• Empirical studies of user behaviour
• Empirical studies of programming and software engineering
• Computer supported cooperative work
• Computer mediated communication
• Virtual reality
• Mixed and augmented Reality
• Intelligent user interfaces
• Presence
• Intelligent tutoring, coaching and debugging systems
• Interactive decision support systems
• Agent-based computing, agent models, co-ordination and communication
• Human language technologies and machine learning in interactive systems
• Knowledge acquisition, discovery, modelling and management
• Peer to peer communication between intelligent systems
• Ontologies, knowledge technologies, semantic web systems
• Human-Computer Interaction theory - e.g. user models, cognitive systems

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.