Journal Guide

Research Papers in Education has developed a reputation for publishing significant educational research findings of recent years. Up-to-date and authoritative, the journal has given researchers the opportunity to present full accounts of their work; its rationale, findings and conclusions. Its format now includes shorter papers and review articles. Research Papers in Education is not only a vital source of pertinent information for educational researchers, but also required reading for educational policy-makers and planners.The journal publishes high quality articles in the fields of educational policy and practice, and research that links the two.The considerable experience of the editors, editorial board and the international advisory board will ensure that Research Papers in Education continues to publish the finest and most relevant research in education today.Topics covered in recent issues include: Performance related pay Schools'use of value added data Polarization among schools The National Numeracy Project Examination standards Failing special schools Vocational education Children's rights The gender gap in secondary schools Catholic education School development planning Special themed issues Evidence-Based Practice Making Teachers More Accountable How Schools Learn Gender and Education School Improvement and Effectiveness Innovation and Change: the Quality of Teaching and Learning Peer Review Policy:All research articles submitted to this journal undergo rigorous peer review. This is normally carried out by the Editor, the Deputy Editor, and two referees. The first referee, who receives an anonymised version of the submitted paper, is usually chosen from either the Editorial Board, the International Advisory Board, or the Reviewing Panel. Sometimes it is necessary to select someone as first referee not on the journal's Boards or Reviewing Panel in order to ensure that the referee has appropriate expertise. The second referee, who also receives an anonymised version of the submitted paper, is usually not from the journal's Boards or Reviewing Panel. The referees' reports are considered by the Editor and the Deputy Editor, who seek further opinions on the paper if necessary.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.

Research in Dance Education aims to inform, stimulate and promote the development of research in dance education and is relevant to both learners and teachers. The desire to improve the quality and provision of dance education through lively and critical debate, and the dissemination of research findings is uppermost.The journal sets out to include contributors from a wide and diverse community of researchers. This extends to all aspects of dance in education, providing opportunities for both experienced and less experienced researchers. The journal encourages a wide range of research approaches and methods, in a forum for debate. An international audience will be attracted to the comparative study of dance teaching and learning, which the journal encompasses. Issues of pedagogy and subject content are addressed in relation to creating, performing and viewing dance in various contexts. The role and value of Dance as part of Arts Education and the connections with other Arts practitioners is also addressed.The research field of Research in Dance Education includes: all phases of education, pre-school to higher education and beyond; teaching and learning in dance, theory and practice; new technology; professional dance artists in education; learning in and through dance; aesthetic and artistic education; dance and the arts; dance and physical education; training dance teachers: initial teacher education, continuing professional development, dance degrees, and professional dance training; examination dance; dance therapy; special educational needs; community dance and youth dance; dance in society: gender, ethnicity, class, religion, economics; psychological issues: self esteem, motivation, body image, creativity, philosophy and the arts, and research methods and methodologies.The Perspectives section aims to re-publish significant work, which may no longer be available in print, to a wider readership. Articles are either of historical interest per se, or the issues addressed are so fundamental they remain relevant today. The section Editor welcomes suggestions of specific articles that you would like to see reproduced in future volumes of the journal. Recommendations should be accompanied by a photocopy of the article (with full reference) and a brief statement explaining why it is proposed for reprinting. The main purpose of the Dancelines section is to showcase outstanding student writing and to offer a supportive environment in which comparatively inexperienced student or recently graduated authors could gain confidence and develop their writing skills. One of the main intentions is to encourage scholarship and enthusiasm to write about dance and thus Dancelines is seen as acting as a seedbed for future writers. Both undergraduate and postgraduate work, normally between 3000 and 6000 words long is welcomed - the key criterion being that the work is publishable in an academic journal.Viewpoints is a section in which contributors can share opinions, comment critically on published papers, frame and explore topical issues, contribute short notes, questions, letters, or comments in response to material already printed in the journal. Brief notes of 500 words to considered pieces of up to 1,500 are invited. 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. Peer Review Policy: All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers.

Visit the RiDE Themed Issues ArchiveRiDE: The Journal of Applied Theatre and Performance is a refereed journal aimed at those who are interested in applying performance practices to cultural engagement, educational innovation and social change. It provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts. The journal offers a dissemination of completed research and research in progress, and through its Points and Practices section it encourages debate between researchers both on its published articles and on other matters. Contributions are drawn from a range of people involved in drama and theatre from around the world. It aims to bring the fruits of the best researchers to an international readership and to further debates in the rich and diverse field of educational drama and applied theatre.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. All reviewers are internationally recognized in their field, and the editorial board of Research in Drama Education aim to support scholars from many different parts of the world.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.

Research in Human Development is moving away from an isolated emphasis on particular stages ranging from infancy to later adulthood and from a reduction of multiple levels of organization to variables or processes associated with one discipline. Accordingly, Research in Human Development (RHD) seeks to promote a shift away from research focused on development at particular stages (early childhood, adolescence, middle age, older adulthood) and from separate fields of inquiry to a more inclusive, integrative, and interdisciplinary approach to the study of human development across the entire life span. The integration of the person and his or her context across life is the focus of the scholarship promoted by this journal; as such, multilevel, multivariate, and integrative longitudinal study of person-context relations is emphasized in these publications. Specifically, an interdisciplinary focus that integratively incorporates biological, psychological, sociological, anthropological, economic, and historical perspectives is stressed in the pages of RHD. To encompass such breadth, the publications incorporate a variety of research methods--from quantitative to qualitative.Moreover, the journal seeks to promote scholarship on the social, cultural, national, and global contexts of human development across diverse ethnic and racial groups employing multiple methods. Finally, RHD seeks to promote scholarship that informs and changes public policies and social programs that promote positive and healthy human development for all people. In short, by providing a forum for research that is life-span oriented, interdisciplinary, contextual, and methodologically diverse, the journal will significantly advance the field of human development.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Research in Mathematics Education is an international English language journal, publishing original refereed articles on all aspects of mathematics education. Papers should address the central issues in terms which are of relevance across educational systems and informed by wider thinking in the field.The journal has three sections, covering research papers, book reviews, and current reports.The Research Papers section contains reports of studies involving empirical investigation and theoretical argumentation from which conclusions and implications can be drawn for future research and practice. Such reports are expected to show how the study builds on critical review of relevant literature and to provide an account of the methods and procedures used. Reports on thoughtful replications or variations of key earlier studies are welcome, as are critical reviews of some well-defined aspect of mathematics education. The journal welcomes high-quality research in any methodological tradition and is open to innovative and unusual approaches. All submissions are peer-reviewed.The Current Reports section contains short summaries of research papers which have been recently published in the online informal proceedings of the meetings of BSRLM.The Book Reviews section contains reviews of recent publications in the field. While reviews may focus on individual works, they may examine several recent publications on cognate topics. In this spirit too, reviewers are encouraged to make explicit reference to relevant earlier work in the field and to other contemporary work, clearly locating the new text within the literature of the field, and providing thoughtful comparison.Research in Mathematics Education is the official journal of the British Society for Research into Learning Mathematics.Peer Review Policy:All research articles published 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 British Society for Research into Learning Mathematics makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the British Society for Research into Learning Mathematics 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 British Society for Research into Learning Mathematics.

This international, fully-refereed journal, reports on research in the increasingly important area of post-compulsory education.Throughout the world, there is a growing awareness of the significance of vocational and post-compulsory education and training systems. The majority of countries are working hard to develop their provision, recognising the importance of post-compulsory education in providing educated and skilled people in sufficient numbers at appropriate levels to assist economic and social development. Research in Post-Compulsory Education, sponsored by the United Kingdom's Further Education Research Association (FERA), recognises the need for more international research and analysis and the generation of relevant theory in order to identify policy needs and trends as well as priorities in this growing area. While reporting current research, the journal also actively encourages the further development of research for post-compulsory education.Research in Post-Compulsory Education is essential reading for policy-makers and researchers, practitioners and practitioner-researchers in all the different spheres of post-compulsory education including vocational/technical education, adult and continuing education, community education, schools, further and higher education. The Editorial Board and Advisory Board members are drawn from many counties to take account of the need for wide representation and editorial expertise.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing normally by two or three anonymous refereesDisclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the Further Education Research Association makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the Further Education Research Association 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 Further Education Research Association.

Research in Science & Technological Education publishes original research from throughout the world dealing with science education and/or technological education. It publishes articles on psychological, sociological, economic and organisational aspects of science and technological education, as well as evaluation studies of curriculum development in these fields. Its main aim is to allow specialists working in these areas the opportunity of publishing their findings for the benefit of institutions, teachers and students. It is hoped that the journal will encourage high quality research that will lead to more effective practices, behaviours and curricula in science and technology within educational establishments.Peer Review Policy:All research articles in Research in Science and Technological Education 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 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 in Sports Medicine is a broad journal that aims to bridge the gap between all professionals in the fields of sports medicine. The journal serves an international audience and is of interest to professionals worldwide. The journal covers major aspects of sports medicine and sports science - prevention, management, and rehabilitation of sports, exercise and physical activity related injuries, and occupational problems. The journal publishes original research utilizing a wide range of techniques and approaches, reviews, commentaries and short communications.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The journal publishes the highest quality empirical and theoretical research bearing on language as it is used in interaction. Researchers in communication, discourse analysis, conversation analysis, linguistic anthropology and ethnography are likely to be the most active contributors, but we welcome submission of articles from the broad range of interaction researchers. Published papers will normally involve the close analysis of naturally-occurring interaction. The journal is also open to theoretical essays, and to quantitative studies where these are tied closely to the results of naturalistic observation. Peer Review Policy: All articles have undergone anonymous double-blind review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Research-Technology Management is the Industrial Research Institute’s award-winning, bimonthly journal focused on the practice of innovation. Its peer-reviewed articles connect theory to practice across the spectrum of technological innovation and innovation management. Since its inception in 1958, the journal has published articles that map the cutting edge in R&D management, illustrate how academic management theory can be applied in the real world, and give R&D leaders the tools to promote innovation throughout their organizations.

As a leading source of knowledge on innovation management, RTM publishes reports on quantitative and qualitative studies, case studies, descriptions of new practical models and paradigms for understanding and fostering innovation, and examples of tools in use. RTM articles cover a wide range of topics in innovation and technology management, including:

• Product development processes and strategy
• R&D portfolio management
• R&D performance metrics
• Management of technical and creative people
• Technology roadmapping
• Strategy and innovation
• Innovation and design, including design thinking
• Innovation and organizational culture
• Innovation and sustainability
• Business model innovation
• Corporate entrepreneurialism and intrapreneuring
• Industry/academic and private/public-sector partnerships
• Globalization and innovation
• Intellectual asset management
• Emerging trends, such as digitalization, additive manufacturing, and other forces reshaping R&D

We also publish several special issues each year, addressing a current or emerging issue in innovation management. We do not publish literature surveys, work that is solely academic in focus or audience, or articles whose primary audience is innovation policy makers rather than R&D leaders.

RTM accepts submissions only via Editorial Manager. All submitted manuscripts are subject to a rigorous initial appraisal by the Editor-in-Chief. Those found suitable for further consideration are sent for peer review by expert referees; our panel of peer reviewers is made up of both working practitioners and academic specialists. All peer review is double blinded; the final decision is made by the Editor-in-Chief.

Queries regarding special issues or submissions can be made by contacting the Managing Editor, MaryAnne M. Gobble ( Gobble@iriweb.org).

From attracting and keeping top-notch staff to post-treatment follow-up, Residential Treatment for Children & Youth addresses the professional issues that matter most to practitioners. This distinguished journal offers peer-reviewed articles targeted specifically at the unique conditions of residential care. Residential Treatment for Children & Youth provides research and case studies to help you plan and assess specialized programs for treatment of substance abuse, dual diagnosis, severe emotional disturbance, and sexual offenders, as well as for children who have suffered maltreatment and abuse. In-depth clinical papers focus on particular models of milieu or individual treatment, including psychodynamic, cognitive-behavioral, behavioral, psychoeducational, peer-culture, and other approaches. Moreover, practical articles address the specific management and administrative issues that beset residential care homes. Case studies suggest new ways to manage agency change and handle clinical paradigm shifts, as well as establish community networks, undertake innovative funding efforts, and maintain necessary staff stability. Residential Treatment for Children & Youth addresses innovative treatment issues related to: changes in public policy as they relate to the field of residential treatment adapting programs to deal with shifting funding sources descriptions of special efforts to deliver staff training and develop institutional staff stability case-oriented studies of special education & vocational curriculums provided for residential students psychodiagnostic assessment, outcome evaluation, and long-term follow-up in residential care Recurring features of the journal include: Research (edited by D. Patrick Zimmerman) Book Reviews (edited by Richard A. Epstein) For nearly twenty years, this honored journal has provided practical information, solid research, and innovative techniques. Every professional in the field of residential care-social workers, psychologists, group care counselors, administrators, and psychotherapists-will find fresh ideas and information in these pages. Residential Treatment for Children & Youth is the journal of the American Association of Children's Residential Centers (AACRC), the leading professional organization in its field.Peer Review Policy: All submitted articles are reviewed by two reviewers. The primary reviewer is always blind to authorship. The reviewers are generally both bind to authorship; however if one person has reviewed an article very positively or negatively sometimes will editor will serve as the second reviewer. Once the reviews have been completed, a decision is made by the Editor regarding rejection, request for revision or acceptance. The corresponding author is notified of the decision and responds accordingly (e.g. with revision if requested). Most revisions are reviewed by the Editor only but in some circumstances a revision may be re-reviewed by the original reviewers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

This acclaimed journal allows historians in a broad range of specialities to experiment with new ways of presenting and interpreting history. Rethinking History challenges the accepted ways of doing history and rethinks the traditional paradigms, providing a unique forum in which practitioners and theorists can debate and expand the boundaries of the discipline.Rethinking History provides a balance of features not usually found in academic history journals. The mix often includes:* Articles of 5,000 or 7,000 words*Concepts - papers exploring key concepts or categories of historical analysis*Controversies - debates between historians*Essays of 8,000 to 10,000 words*Experimental pieces*Invitations to Historians - historians explain how and why they write history*Miniatures - pieces of 1,500 words or less, aimed to show brevity can be the soul of history*Re-reviews - reassessments of classic history texts*Reconsiderations - essays that "reconsider" the body of work produced by a single historian, an entire school or field*Reviews and review articles*Themed Issues"I hope that this journal will become that missing venue where historians, young and old, can try out something new, can indulge in experiments... that bring us into new relationships with the traces of the past... We believe that the writing of History can be an art, and that innovation in any art calls for boldness, audacity, and the courage to try out things that can seem strange, even to the author..."Robert A. Rosenstone, Founding Editor, Rethinking History"By Re-thinking History I mean expanding the study of the nature of history in all its forms and conceptualizations. Rethinking it must mean questioning the boundaries of how we study the past"Alun Munslow, UK Editor, Rethinking History"My passion has been to re-think the writing of history, to demonstrate the inextricable links between content and form, between what we have to say and how we say it, between our arguments and interpretations and stories and our choice of structure, language, voice(s), imagery, point(s) of view, and more. I am eager to work with and publish writers at any stage in their careers who are thinking hard about the form of their writing. Perhaps they are learning from poets, novelists, and writers of general non-fiction as well as from fellow historians; or reviving and re-imagining some old and unappreciated form; or striking out in new directions in search of literary narrative, interpretation, or theory"James Goodman, US Editor, Rethinking HistoryPeer Review Policy:All research articles published 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 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 aim of Rethinking Marxism is to stimulate interest in and debate over the explanatory power and social consequences of Marxian economic, cultural, and social analysis. To that end, we publish studies that seek to discuss, elaborate, and/or extend Marxian theory. Our concerns include theoretical and philosophical (methodological and epistemological) matters as well as more concrete empirical analyses - all work that leads to the further development of distinctively Marxian discourses. We encourage contributions from people in many disciplines and from a wide range of perspectives. We are also interested in expanding the diversity of styles for producing and presenting Marxian discourses.One distinguishing aim of this journal is to ensure that class is an important part, but not the exclusive focus, of Marxism. We are therefore interested in the complex intersection of class with economic, political, psychological, and all other social processes. Equally important is the task of exploring the philosophical positions that shape Marxian analyses.We are interested in promoting Marxian approaches to social theory because we believe that they can and should play an important role in developing strategies for radical social change-in particular, for an end to class exploitation and the various forms of political, cultural, and psychological oppression (including oppression on the basis of race, gender, and sexual orientation). We especially welcome research that explores these and related issues from Marxian perspectives.Peer Review Policy:All material published in this journal has undergone peer review. Disclaimer The Society (Association for Economic and Social Analysis) and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the Society 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 necessarily the views of the Editor, the Society or Taylor & Francis.

The Review of Education, Pedagogy & Cultural Studies is the only journal which publishes critical essays that explore pedagogy and its relation to a wide variety of political, social, cultural and economic issues. It is particularly concerned with issues focusing on how pedagogy works within and across a variety of sites (not limited to formal spaces of education, but including popular culture, museums, film, and other cultural spaces) and how pedagogical practices emerge out of specific historical struggles, concrete projects, and particular relations of power. The journal is interdisciplinary, and addresses the relationship of race, class, age and gender to particular projects, struggles, and issues.Peer Review Policy:All review papers in this journal have undergone editorial screening and peer review.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Review of International Political Economy (RIPE) has successfully established itself as a leading international journal dedicated to the systematic exploration of the international political economy from a plurality of perspectives. The journal encourages a global and interdisciplinary approach across issues and fields of inquiry. It seeks to act as a point of convergence for political economists, international relations scholars, geographers, and sociologists, and is committed to the publication of work that explores such issues as international trade and finance, production and consumption, and global governance and regulation, in conjunction with issues of culture, identity, gender, and ecology. The journal eschews monolithic perspectives and seeks innovative work that is both pluralist in its orientation and engages with the broad literatures of IPE. Peer Review All research articles in this journal have undergone rigorous peer review, based on initial screening by editors and subsequent double-blind refereeing by multiple reviewers.

The Review of Political Economy is a peer-reviewed journal welcoming constructive and critical contributions in all areas of political economy, including the Austrian, Behavioral Economics, Feminist Economics, Institutionalist, Marxian, Post Keynesian, and Sraffian traditions. The Review publishes both theoretical and empirical research, and is also open to submissions in methodology, economic history and the history of economic thought that cast light on issues of contemporary relevance in political economy. Comments on articles published in the Review are encouraged.Peer Review Policy:All articles have undergone double-blind peer review.

For over sixty-five years, the Review of Social Economy has published high-quality peer-reviewed work on the many relationships between social values and economics. The field of social economics discusses how the economy and social justice relate, and what this implies for economic theory and policy. Papers published range from conceptual work on aligning economic institutions and policies with given ethical principles, to theoretical representations of individual behaviour that allow for both self-interested and 'pro-social' motives, and to original empirical work on persistent social issues such as poverty, inequality, and discrimination. In promoting discourse on social-economic themes, and unifying and invigorating scholarship around them, the journal is centrally concerned with these core research areas. The Review is a journal specialized in and a premier outlet for scholarly research at the intersection of social values and economics, and encourages researchers engaged in high-quality work in these areas. Implications for social programs and policies may be discussed in regular articles or in a Speakers' Corner contribution. The Review provides a platform for established social-economics research, but also for research from other branches of economics and the social sciences, when the goal of developing better understandings of the role of social values in economic life is pursued.

Founded in 1968, Review is the major forum in the United States for contemporary Latin American and Caribbean writing in English and English translation; it also covers Canadian writing and the visual and performing arts in the Americas. Review is published by Routledge. in association with the Americas Society, a national, not-for-profit institution that promotes understanding in the United States of the political, economic, and cultural issues that define and challenge the Americas today.Review first brought the work of Latin American writers such as Alejo Carpentier, Gabriel Garc237;a M225;rquez, and Mario Vargas Llosa to critical attention in the United States, and they were followed by numerous other important figures. Translators Edith Grossman, Gregory Rabassa, and Margaret Sayers Peden are among those who have contributed to Review. Issues of the magazine are developed from the Americas Society's literature programs, which often focus on specific countries, regions, or on more abstract themes such as urban voices, women's writing, or Latin American/Latino performing arts. Review has regularly included selections of poetry, fiction, and nonfiction; book reviews of newly translated titles; profiles of visual artists; and essays exploring currents in music and the performing arts.Review has undergone various transformations, in response to cultural and economic currents over the last 36 years. Founded in 1968 as a compilation of previously published reviews of titles by Latin American authors, in the 1970s it turned to publishing special-focus issues on individual Latin American writers, including Borges, Neruda, and Paz. In the 1980s, Review was reconfigured as a high-design publication with substantial coverage of the visual and performing arts, broadening its scope to attract a more general readership. This trend continued into the 1990s when the magazine began publishing more literature and arts from the non-Spanish-speaking Caribbean. And in 2003, the magazine's title was changed from Review: Latin American Literature and Arts to its current one, acknowledging the true mandate of both the magazine and the Americas Society.Since Review 68 (pan-Caribbean writing and arts, June 2004), Review has included scholarly research articles in addition to its regular content, and has been published online as well as in a print edition. These developments have expanded the journal's editorial scope and helped Review reach the greatest possible number of scholars and students of Latin American, Caribbean, and comparative literatures as well as general readers across the globe.Submissions are generally by invitation. All submitted research articles are peer-reviewed. For further information, writers and scholars should send an inquiry letter to Daniel Shapiro, the Editor, at dshapiro@as-coa.org.Disclaimer The Americas Society and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the Society 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 necessarily the views of the Editor, the Society or Taylor & Francis.

Reviews in Anthropology is the only anthropological journal devoted to lengthy, in-depth review commentary on recently published books. Titles are largely drawn from the professional literature of anthropology, covering the entire range of work inclusive of all sub-disciplines, including biological, cultural, archaeological, and linguistic anthropology; a smaller number of books is selected from related disciplines. Articles evaluate the place of new books in their theoretical and topical literatures, assess their contributions to anthropology as a whole, and appraise the current state of knowledge in the field. The highly diverse subject matter sustains both specialized research and the generalist tradition of holistic anthropology.Peer Review Policy:All review articles in this journal are invited and have undergone editorial screening and peer review by two referees.

Wherever modern European history is taught, the Russian revolutions of 1905 and 1917 are central to its concerns. These events marked a crucial turning point in the demise of autocracy and the rise of revolutionary socialism that would shape Russia, Europe and the international system for the rest of the twentieth century and beyond. Launched in 1988, and supported by a prestigious Editorial Board, Revolutionary Russia is the only English-language journal to concentrate on the revolutionary period of Russian history, from c.1880-c.1932. As the journal of the Study Group on the Russian Revolution (founded in 1975), it is interdisciplinary and international in approach, publishing original research, documentary sources, book reviews and review articles in the fields of history, politics, economics, sociology, art history and literary and intellectual history from scholars across the world, including Russia and other countries of the former Soviet Union. Submissions to the editor are welcome from established, young, and independent scholars. Peer Review Policy: All research articles published in this journal have undergone rigorous peer review, based on initial editor screening and anonymized external refereeing. 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. Routledge History Promote Your Page Too.