Journal Guide

The scholarly essays, reviews, critiques, and theoretical and conceptual articles featured in this exceptional journal contribute to understanding issues, problems, and research concerning all aspects of educational psychology. From meta-analyses of studies probing the effectiveness of teaching methods to historical examinations of textbook standards, the journal provides insightful explorations of new educational concepts and accepted educational practices. The journal, however, does not publish articles whose primary purpose is to report the methods and results of an empirical study. 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.

This places it 30th out of 44 journals in the Psychology, Educational research category. This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal's first priority. All contributions are submitted 'blind' to at least two independent referees before acceptance for publication. Peer Review Statement: 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 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.

Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline.

The defining feature of Educational Psychology in Practice is that it aims to publish refereed articles representing theory, research and practice which is of relevance to practising educational psychologists in the UK and beyond. In its focus on applied psychology it occupies an important complementary position to those journals which emphasise the experimental work of academic psychologists. Whilst the majority of articles submitted to the journal are written by practising psychologists in the UK, submissions are welcomed from outside the profession and from outside the UK.The journal promotes an interdisciplinary approach, reflected in articles which report major pieces of research, debate issues, detail project evaluations, note research, and describe aspects of professional practice. Content also includes book and software reviews, letters, and brief resource updates. Educational Psychology in Practice is the major publication of the Association for Educational Psychologists, the professional association for over 2000 educational psychologists in England, Wales and Northern Ireland.Table of Contents - Vol.1 1985 - Vol. 3 1987Peer Review:All research and practice articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Referees are usually practicing educational psychologists and are elected by members of the Association for Educational Psychologists to serve on the Editorial Board of the journal.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and The Association for Educational Psychologists make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and The Association for Educational Psychologists 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 Association for Educational Psychologists.

Educational and Psychological Measurement publishes referred scholarly work from all academic disciplines interested in the study of measurement theory, problems, and issues. Theoretical articles will address new developments and techniques, and applied articles will deal strictly with innovation applications.

Emotion® publishes significant contributions to the study of emotion from a wide range of theoretical traditions and research domains. The journal includes articles that advance knowledge and theory about all aspects of emotional processes, including reports of substantial empirical studies, scholarly reviews, and major theoretical articles.Submissions from all domains of emotion research are encouraged, including studies focusing on cultural, social, temperament and personality, cognitive, developmental, health, or biological variables that affect or are affected by emotional functioning. Both laboratory and field studies are appropriate for the journal, as are neuroimaging studies of emotional processes. Studies of psychopathology contributing to the understanding of the role of emotional processes in affective and behavioral disorders are also welcome. Reports of work at the animal and molecular levels will be considered if they help to elucidate fundamental mechanisms of emotion.Most of the articles published in Emotion will be reports of original research, but other types of articles are acceptable.* Case studies from either a clinical setting or a laboratory will be considered if they raise or illustrate important questions that go beyond the single case and have heuristic value.*Articles that present or discuss theoretical formulations of emotion and related affective phenomena, or that evaluate competing theoretical perspectives on the basis of published data, may also be accepted.*Comprehensive reviews of the empirical literature in an area of study are acceptable if they contain a meta-analysis and/or present novel theoretical or methodological perspectives.*Comments on articles published in the journal will be considered.

Emotion Review (EMR) is a peer reviewed, quarterly published journal in association with the International Society for Research on Emotion (ISRE). The aim of the journal is to publish theoretical, conceptual and review papers (often with commentaries) to enhance scientific understanding of emotion theory and research. It accepts papers from a wide disciplinary spectrum - wherever emotion research is active.

Emotion, Space and Society aims to provide a forum for interdisciplinary debate on theoretically informed research on the emotional intersections between people and places. These aims are broadly conceived to encourage investigations of feelings and affect in various spatial and social contexts, environments and landscapes. Questions of emotion are relevant to several different disciplines, and the editors welcome submissions from across the full spectrum of the humanities and social sciences. The journal's editorial and presentational structure and style will demonstrate the richness generated by an interdisciplinary engagement with emotions and affects. Submissions will investigate the multiplicity of spaces and places that produce and are produced by emotional and affective life, representing an inclusive range of theoretical and methodological engagements with emotion as a social, cultural and spatial phenomenon. This journal represents a unique and timely opportunity to explore exciting new ways to think about natures, cultures and histories of emotional life.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers' understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy.The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.This audience includes:Teachers in mainstream, non-mainstream and special schools/facilities. Social workers in residential and field settings. Professionals concerned with EBDs in medical and psychiatric settings. Educational and clinical psychologists, counsellors and psychotherapists. Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers. Researchers and academics concerned with the needs and interests of the above groups. Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award bearing courses. Members of the Social, Emotional & Behavioural Difficulties Association (SEBDA) receive the journal as a benefit of membership, see the SEBDA website www.sebda.org to learn of other benefits of membership.Peer Review Policy:All 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 SEBDA makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and SEBDA 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 SEBDA.

Environment and Behavior (EAB) examines relationships between human behavior and the natural and built environment. Diverse research topics include environmental experiences (e.g., restorativeness, place attachment/identity, environmental perception/cognition); environmental outcomes (e.g., pro-environmental behaviors such as recycling; health-supportive environments; design preferences); and processes linking environments and behaviors that support or thwart human well-being.

Ergonomics, also known as human factors, is the scientific discipline that seeks to understand and improve human interactions with products, equipment, environments and systems. Drawing upon human biology, psychology, engineering and design, ergonomics aims to develop and apply knowledge and techniques to optimise system performance, whilst protecting the health, safety and well-being of individuals involved. The attention of ergonomics extends across work, leisure and other aspects of our daily lives. The journal Ergonomics is an international multi-disciplinary refereed publication, with a 50 year tradition of disseminating high quality research. Original submissions, both theoretical and applied, are invited from across the subject, including physical, cognitive, organisational and environmental ergonomics. Papers reporting the findings of research from cognate disciplines are also welcome, where these contribute to understanding equipment, tasks, jobs, systems and environments and the corresponding needs, abilities and limitations of people.