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Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.

London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education.As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.LRE especially welcomes review articles on educationally-related themes or topics of significance. Such articles might, for instance, survey policies and major initiatives and analyse and possibly critique their assumptions or key concepts. Such articles are welcome to have a polemical edge. All such articles should, though, of course, be rigorous in their explorations of issues.LRE encourages work from the perspectives of all the disciplines that contribute to the study of education. This work will demonstrate theoretical strength combined with policy, professional or operational insight.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 Institute of Education, University of London makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and the Institute of Education, University of London 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 Institute of Education, University of London.

Management in Education (MIE) provides a forum for debate and discussion covering all aspects of educational management. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more experienced authors. MIE is a quarterly journal and edited by Linda Hammersley-Fletcher, Manchester Metropolitan University.

The international mathematics education community is maturing at a rapid and exciting rate. Although this community has developed its own research perspectives and theoretical frameworks, it continues to expand its horizons by drawing upon new theories and research in mathematics, psychology, sociology, philosophy, anthropology, and information technology. Mathematical Thinking and Learning is directed at researchers interested in mathematics education from any of these perspectives, with a particular focus on mathematical thinking, reasoning, and learning.This journal seeks high-quality articles that address one or more of the following topics: interdisciplinary studies on mathematical learning, reasoning or thinking, and their developments at all ages; technological advances and their impact on mathematical thinking and learning; studies that explore the diverse processes of mathematical reasoning; new insights into how mathematical understandings develop across the life span, including significant transitional periods; changing perspectives on the nature of mathematics and their impact on mathematical thinking and learning in both formal and informal contexts; studies that explore the internationalization of mathematics education, together with other cross-cultural studies of mathematical thinking and learning; and studies of innovative instructional practices that foster mathematical learning, thinking, and development. In addition to receiving research articles, the journal invites articles that present theoretical and philosophical analyses of issues related to the previous topics.Related Book: Handbook ofInternational Research in Mathematics Education (2nd Edition)Peer Review Policy: All research articles in this journal have undergone rigorous peer review based on initial editor screening and anonymous review by at least three reviewers.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Mathematics Education Research Journal, an official journal of the Mathematics Education Research Group of Australasia (MERGA), is an international refereed journal that provides a forum for the publication of research in the teaching and learning of mathematics at all levels. The Mathematics Education Research Journal publishes papers of general interest to an international readership, but papers exploring specifically Australasian issues are welcome.

The articles in Measurement and Evaluation in Counseling and Development (MEC) range from theoretical and other problems of the measurement specialist to those directed to the administrator, the counselor, or the personnel worker--in schools and colleges, public and private agencies, business, industry, and government. All articles clearly describe implications for the counseling field and for practitioners in assessment, measurement, and evaluation.

MEDICAL EDUCATION IS A LEADING INTERNATIONAL JOURNAL IN ITS FIELD! Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of medical education including;.

Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions. This includes courses at basic and post-basic levels, as well as the increasingly important area of continuing education.Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.Read More: http://informahealthcare.com/page/mte/Description.

A forum for international exchange of research data, theories, reports and opinions on bioethics, and the philosophy of medicine and health care Covers history, ethics, anthropology, epistemology, logic, metaphysics and more, as related to health Official journal of the European Society for Philosophy of Medicine and Health Care Medicine, Health Care and Philosophy: A European Journal is the official journal of the European Society for Philosophy of Medicine and Health Care. It provides a forum for international exchange of research data, theories, reports and opinions on bioethics, and the philosophy of medicine and health care in general. The journal promotes interdisciplinary studies, and stimulates international exchange. Particular attention is paid to developing contributions from all European countries, and to making accessible scientific work and reports on the practice of health care ethics, from all nations, cultures and language areas in Europe.The journal covers history, ethics, anthropology, epis

International Award- Mentoring & Tutoring: Partnership in Learning: Best Article AwardMentoring & Tutoring: Partnership in Learning is now listed in The Cabell' Directory of Publishing Opportunities in Educational Curriculum and Methods (Cabell Publishing, Beaumont, Texas)."As more and more individuals and organizations turn to mentoring as a way of encouraging learning and development, complex questions about the theory and practice of mentoring become visible. Traditional conceptions of mentoring as expert/novice relationships are now open to critical inquiry. Mentoring and Tutoring: Partnership in Learning is the most up-to-date source of quality research for those interested in contemporary forms of mentoring." D. Jean Clandinin, Professor and Director, Centre for Research for Teacher Education and Development, University of Alberta, CanadaMentoring & Tutoring: Partnership in Learning is an international refereed journal that has quickly become the major resource to exchange information on mentoring and tutoring. The journal seeks to publish papers on all aspects of mentoring, tutoring and partnership in education, other academic disciplines and the professions. The journal is also playing an important role in burgeoning 'distance learning' programmes.The purpose of the journal is to help advance knowledge and understanding of mentoring, tutoring and/or partnership in learning through a focus on high-quality research papers and development activities. The journal welcomes contributions from the widening field of mentoring and tutoring including papers of a philosophical, socio-political, or creative nature. Comparative aspects of mentoring, tutoring and partnership are of special interest as these techniques are increasingly used worldwide. The criteria for acceptance of papers are that they are analytical/ empirical or critical, contribute to scholarship in the field, and are accessible to an international audience. Authors should also closely consider possible relevance to learning situations in other educational systems and cultures.Reviews:The "Reviews" section is a forum in which contributors discuss topical mentoring and tutoring issues. Contributions should be no more than 2,000 words and double-spaced, and should to be sent to:Dr Linda SearbyAssistant Professor, Educational LeadershipThe University of Alabama at BirminghamEducation Building Room 232J 1530 3rd Ave. S.Birmingham, AL 35294-1250USAlsearby@uab.edu M&T Best Article Award:Recognition will be given annually to the best article published in the journal. No application process is involved. Award decisions will be made by the M&T Best Article awards committee. For article submission guidelines, or more detailed information, please visit www.informaworld.com/mandtPeer Review Policy:All research articles in the Mentoring & Tutoring 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.

This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental theories; research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.

The journal 'Metacognition and Learning' addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Moreover, both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.