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The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal's focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: The intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.Peer Review Policy: All articles published in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

View a list of the latest free articles available from IRGEE International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice. All papers are anonymously peer-reviewed by a minimum of two experts. 'International Research in Geographical and Environmental Education provides research-based articles about learning and teaching from around the world. This focus is especially welcome because environmental problems, theories, and solutions occur within specific geographical contexts. An international journal like IRGEE adds authenticity because it reflects the worlds (and worldviews) of teacher scholars who are seeking better ways of teaching in a variety of geographic settings.' Dr. Phil Gersmehl, Research Professor, Hunter College, USA and Central Michigan University, USA Presentation of manuscripts All enquires about submitting papers should be made through the IRGEE editorial office: irgee@officelogistics.com.au 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.

The International Review of Economics Education is dedicated to enhancing learning and teaching in the higher education economics community. It provides a forum for high quality research in the areas of curriculum design, pedagogy, assessment, teaching and learning innovation. The journal seeks to promote critical dialogue on educational theory and practice in economics and to demonstrate the relevance of research to good professional practice.Examples of issues that contributors are encouraged to focus on:• How do economics students learn?• What economics should be taught?• What are the constraints in improving economics teaching and learning?• How can current practice be improved?• How is economics taught internationally and what can we learn from this?• How can electronic learning technologies be used to improve student learning in economics?

The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide education and learning in international and comparative contexts.Consistent with the mandate of UNESCO, the IRE aims to foster scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning, adult education, non-formal education and literacy.

The Journal aims to provide an international forum for articles of a theological, philosophical, historical and social scientific nature, as well as empirical research perspectives on Catholic education.The scope of the Journal includes articles focused at both a general theoretical level, as well as a specific focus level, relating to the various forms of Catholic education, eg. Elementary/primary, secondary, higher education, adult education, community and parish-based education and seminary education.

International Studies in Sociology of Education is a high quality and forward-thinking international peer-reviewed journal. Founded in 1990, the journal has become a leading journal of the discipline internationally.

The Journal aims to: 

• Publish original papers of international significance which present creative, rigorous research and critical perspectives in the sociology of education.
• Lead critical, innovative and reflexive thinking, acting as a catalyst for future research, policy and practice in the field.
• Highlight new and emerging debates on educational issues of sociological interest, as well as moving longstanding debates forward.
• Make connections across local, regional and international contexts in the study of sociology of education.
• Foreground marginalised social and political issues, non-dominant theoretical resources, and cross-cultural debate in the international field of sociology of education.
• Encourage participation and critical engagement from scholars from around the world and at all stages of career development.

The Scope of the Journal

International Studies in Sociology of Education is published in English four times annually and has a global reach. The journal addresses historical as well as contemporary sociological debates in education significant to an international audience.

The journal welcomes inter-disciplinary work where sociological theory and perspectives have a substantial role. Empirical and non-empirical manuscripts are both welcome. The scope of the journal extends to formal and informal education and the role of education in the life course. Authors are encouraged to locate their work in relation to previous issues of ISSE as well as the wider field of sociology of education.

Special Issues

The Editors welcome enquiries about prospective special issues as well as commissioning special issues on an occasional basis. Please consult the journal's Special Issues page for further details.

Peer Review Policy

All research articles in this journal undergo rigorous peer review based on initial editor screening and refereeing by at least two anonymous referees.

Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.

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.