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Journal of Behavioral Education is an international forum devoted to publishing original research papers on the application of behavioral principles and technology to education and on the use of within subject replication designs to study educational issues, problems, and practices. The journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting--and education is defined broadly. Discussion articles and critical reviews also are published.

The principal aim of Journal of Beliefs & Values is to focus critical enquiry relevant to four fields of study:theologyreligious studiesreligious educationvalues in educationThe journal welcomes international, interdisciplinary and ecumenical debate.The distinctive contributions of the journal include:theological reflections on educationeducation in religionspirituality in educationempirical perspectives on religionspiritual life of children and adultsJournal of Beliefs & Values maintains a specific interest in the scriptures of the major world faiths, especially their use in teaching within a multi-cultural context, in school, college and university.Particular emphasis is placed on the interface between the theory and practice of religion and education, including research in formative factors like gender, race and religious pluralism.Each edition of the journal will contain four main sectionsmajor articles, subject to peer reviewbrief research reports, subject to peer reviewnotes on work in progress, limited to 150 wordsbook reviewsPeer 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 referees consist of the members of the Editorial Board supplemented as necessary by the additional expertise of relevant specialists in accordance with the content of the article being reviewedDisclaimer 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.

Journal of Biological Education is firmly established as the authoritative voice in the world of biological education. The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. Papers that are theoretically informed and methodologically rigorous are welcomed. Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications The Society of Biology and Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, The Society of Biology 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 the views of The Society of Biology and Taylor & Francis.

This journal presents research that aims to improve current cancer education techniques and solve current problems that exist in educating patients, and strengthening existing programs. The Journal of Cancer Education serves as the ideal source to educate physicians, dentists, nurses, students, social workers as well as other allied health professionals, patients, and the general public in various aspects of cancer education techniques and current problems. International in scope, the journal features a varied editorial board made up of MDs and PhDs working in the field, who see the importance of disseminating information about improving cancer education worldwide.

The Journal of Career Development (JCD) provides professionals in counseling, psychology, education, student personnel, human resources, and business management with the most up-to-date concepts, ideas, and methodology in career development theory, research, and practice. Topics covered are career education, adult career development, career development of special needs populations, career development and the family, and career and leisure.

The Journal of Chemical Education (JCE) is co-published by the ACS Division of Chemical Education and ACS Publications. Launched in 1924, JCE is the world’s premier chemical education journal.

JCE publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. The journal typically addresses chemical content, laboratory experiments, instructional methods, and pedagogies. JCE serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. The global audience includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.

The criteria for a publishable manuscript include these areas of evaluation: scholarship, novelty, pedagogy, utility, and presentation. To be considered for publication by the Journal of Chemical Education, a manuscript must:

• Demonstrate scientific and scholarly rigor, supported by up-to-date citations to relevant literature and guided by a rationale for how the work fits into existing knowledge.
• Exhibit novelty through original scholarship or a creative or innovative practice.
• Have pedagogical content and educational relevance and insight that demonstrate a positive impact on teaching and learning while articulating audience level, use with students, and details for adopting and adapting the material, if applicable.
• Be useful to JCE readers by showing a connection to teaching and learning within the context of curricula or coursework.
• Present well-developed ideas in a comprehensive, organized discussion written in clear, concise English and making effective use of display elements (figures, schemes, tables, etc.).
• Adhere to the requirements and JCE protocols outlined in the Author Guidelines for each respective manuscript type and be submitted according to ACS publishing policies

JCE does not publish science research papers (or papers exclusively covering scientific content) unless they have a direct link to the teaching and learning of chemistry.

The Journal of Child & Adolescent Substance Abuse addresses the treatment of substance abuse in all ages of children. With the growing magnitude of the problem of substance abuse among children and youth, this is an essential forum for the dissemination of descriptive or investigative efforts with this population. The journal serves as a vehicle for communication and dissemination of information to the many practitioners and researchers working with these young people. With this singular mission in mind, the Journal of Child & Adolescent Substance Abuse provides subscribers with one source for obtaining current, useful information regarding state-of-the-art approaches to the strategies and issues in the assessment, prevention, and treatment of adolescent substance abuse. Also, clinical case reports and descriptions of new and innovative evaluation and treatment methods are encouraged. This enables the journal to provide a unique combination of clinical problems, solutions, and research findings to its readers. The journal is an interdisciplinary forum for the publication of information on clinical and investigative efforts concerning the assessment, prevention, and treatment of child and adolescent substance abuse. The primary focus is on the empirical study of child and adolescent substance abuse utilizing group comparisons, or single-case experimental strategies. The journal publishes clinical and research reports from a broad range of disciplines: * clinical and counseling psychology * psychiatry * family therapy * sociology * public health * rehabilitation * social work Case studies that are of special clinical relevance or that describe innovative evaluation and intervention techniques, reviews, and theoretical discussions that contribute substantially to our understanding of child and adolescent substance abuse are also published. Peer Review Policy: All manuscripts that are submitted to this journal to be considered for publication have undergone initial screening by the Editor. Almost exclusively, these manuscripts have been reviewed by up to three anonymous referees. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

A forum for the presentation of research and policy initiatives in the areas of education, health, public policy, and the socioeconomic causes and effects of poverty, the Journal of Children & Poverty seeks to promote intellectual debate and new ideas that will impact policy and practice in the field of child and family welfare. The journal invites critical analyses to further the understanding of global issues affecting the quality of life for children and families. This is a publication for the Institute for Children, Poverty, and Homelessness, an independent research and policy think tank. The Journal of Children & Poverty targets a cross-disciplinary audience that includes policy makers, academics, service providers, advocates, educators, philanthropists, and community leaders.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees. DisclaimerTaylor & Francis makes 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.

Journal of Children’s Services (JCS) encourages the international development of research-based, outcome-focused services to better safeguard and promote the well-being of children and their families locally, nationally and internationally.

Published six times per year for the American College Personnel Association.Founded in 1959, the Journal of College Student Development has been the leading source of research about college students and the field of student affairs for over four decades. JCSD is the largest empirical research journal in the field of student affairs and higher education, and is the official journal of the American College Personnel Association.

The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for research students in areas such as collaborative learning, knowledge engineering, open, distance and networked learning, developmental psychology, and evaluation. Research themes are treated in a way which will maximise their influence on theory and practice in the learning sciences, in education, vocational training, and professional development. Each volume includes one, sometimes two, Special Issues and these provide readers with an in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. For latest news please click here.

Journal of Computing in Higher Education, JCHE, publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that contribute to our understanding of the issues, problems, and research associated with instructional technologies and educational environments. JCHE publishes well-documented articles and provides a comprehensive source of information on instructional technology integration. Priority is given to the publication of rigorous, original manuscripts concerning research and integration of instructional technology in higher education. JCHE provides perspectives on the research and integration of instructional technology in higher education.

The Journal of Criminal Justice Education (JCJE) is an official publication of the Academy of Criminal Justice Sciences (ACJS). JCJE provides a forum for the examination, discussion and debate of a broad range of issues concerning post-secondary education in criminal justice, criminology and related areas. The aim of JCJE is to enhance the quality of higher education in criminal justice and criminology. JCJE is an education-oriented journal for those undertaking educational and academic endeavors in the fields of criminal justice and criminology. Quality articles that address specific educational or academic issues in these areas are encouraged and will be considered for publication.Peer Review Policy:All work appearing in this journal has undergone editorial screening and peer review.

Journal of Curriculum Studies publishes original refereed contributions on all aspects of curriculum studies (including those derived from historical, philosophical, comparative and policy-related investigations), pedagogic theory, teacher education and development, assessment and evaluation, and the present state of schooling. In keeping with its international character, Journal of Curriculum Studies especially welcomes articles which extend the perspectives of curriculum beyond national boundaries. Peer Review Policy: The Journal of Curriculum Studies is a peer-reviewed journal. After an initial editorial screening, all submissions judged editorially appropriate are blind reviewed by at least two external peers. Click here for a listing of those who have recently reviewed papers submitted to JCS. Disclaimer for Scientific, Technical and Social Science publications: 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.