Buscador de Revistas

To encourage the production and dissemination of knowledge about business administration.

The Roeper Review is an international, quarterly, refereed journal publishing scholarly articles that pertain to practice, policy, applied research, and theory in all dimensions of gifted education. Articles are thought provoking and often interdisciplinary. The Roeper Review aims to enhance the development of gifted individuals and the improvement of the world through more attention to giftedness, talent development, and creativity guided by ethical awareness. Diverse topics include: theories and philosophical analyses pertinent to giftedness, talent, and creativity; gender issues; curriculum studies; instructional strategies; educational psychology; elementary/early childhood/secondary education of the gifted; emotional, motivation, and affective dimensions of gifted individuals; differentiating instruction; teacher education; tests, measurement, and evaluation; and program development.Special FeaturesSpecial Issues. The Roeper Review periodically runs special, themed issues on important topics in the field. Examples of past and forthcoming special issues include: Expanding the Conceptual Foundations for Gifted Education Special Programs for Gifted Students The Neuroscience of Giftedness Global Awareness and the Gifted Dabrowski's Theory of Positive Disintegration History of Gifted Education Gifted Teachers Intelligence Theories in Gifted Education Underrepresentation in Gifted Education Specialized Science, Mathematics, and Technology High Schools Interviews. Each issue includes an engaging interview with a pioneer or a current leader in gifted education or a related field. Column, According to Jim. Eminent pioneer, James J. Gallagher writes a brief column on hot topics in the field. Book Reviews and Dissertation Abstracts. Synopses of recent research and writing pertinent to high ability.Peer Review Policy: All scholarly articles [empirical, theoretical, philosophical] in this journal have undergone rigorous blind peer review, based on initial editor screening and anonymous refereeing by at least two, in most cases three, anonymous referees. Two regular features [an interview with an eminent scholar; a brief column by a pioneer in the field] are not reviewed.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Saudi Journal of Language Studies is an academic, open access, peer-reviewed journal focused on diffusion of articles on all aspects of language studies. Published by Emerald on behalf of King Khalid University.

The Scandinavian Journal of Educational Research is an international refereed research journal focusing on central ideas and themes in educational thinking and research. The journal welcomes reports on philosophical, historical, comparative, experimental and survey studies and has no preferences - except quality - concerning the authors' choices of methodological perspectives. The journal reflects ongoing educational research in the nordic countries. It also encourages scholarly discussions on vital concepts, new issues and themes of importance for education in the future. The journal sells to over fifty countries and is abstracted and indexed in over fifteen current awareness titles. 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 Editors of Scandinavian Journal of Educational Research make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and The Editors of Scandinavian Journal of Educational Research 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 Editors of Scandinavian Journal of Educational Research.

School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: * Effective pedagogy * Classroom climate * School ethos and leadership * School improvement and reform programmes * Systemwide policy and reform The journal does not subscribe to any particular methodology, and publishes quantitative, qualitative and mixed methods studies, literature reviews, historical overviews, case studies, theoretical and philosophical material and methodological papers, providing they are relevant to the field of educational effectiveness and demonstrate the rigour expected from a leading education journal. 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. The journal also publishes an annual list of referees in the first issue of each volume. Disclaimer 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.

School Leadership & Management is an international, refereed journal which publishes articles, reports, news and information on all aspects of the leadership and management of schools. The journal is fundamentally concerned with the improvement of leadership and management practice in schools.School Leadership & Management particularly welcomes: articles that explore alternative, critical and re-conceptualised views of school leadership and management articles that are written for academics but are aimed at both a practitioner and academic audience contributions from practitioners, provided that the relationship between theory and practice is made explicit. Prospective authors should consult the notes for contributors. Authors are also encouraged to contact members of the editorial board prior to submission.Peer Review Policy:All research articles in this journal, including those that appear in special editions, have undergone rigorous peer review, based upon initial editors screening and subsequent anonymized refereeing by at least two referees for each paper. In the case of a difference of opnion between referees additional views are sought from a third referee. The refereeing process adheres to the international standards and ensures that all published work is of the highest quality.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.

School Psychology Quarterly® publishes empirical studies and literature reviews of the psychology of education and services for children in school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, cross-cultural, and developmental perspectives.Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes research pertaining to the education of populations across the life span.We welcome manuscripts from scholars throughout the world, including research from multi-site international projects and work that has the potential to be adapted to and implemented around the globe to address the needs of diverse populations, cultures, and communities.Papers linking innovative empirical research with practice and public policy in the USA and elsewhere will also be considered.

Published six times a year, School Psychology International is a peer reviewed journal that highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. It offers articles reflecting high quality academic research in the field as well as examples of proven best practice.

School-University Partnerships publishes rigorous research and cutting edge scholarship related to school-university partnerships and the Professional Development School (PDS) philosophy. Two issues are published annually, in the Fall and Spring. Submissions are accepted year-round.