Journal Guide

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.

Russian Linguistics is an international forum for all scholars working in the field of Slavic linguistics (Russian and other Slavic languages) and its manifold diversity, ranging from phonetics and phonology to syntax and the linguistic analysis of texts (text grammar), including both diachronic and synchronic problems. Besides original articles and reviews, Russian Linguistics publishes surveys of current scholarly writings from other periodicals. Topics that fall within the scope of the journal include: Traditional-structuralist as well as generative-transformational and other modern approaches to questions of synchronic and diachronic grammar: Phonetics and phonology, morphology, syntax, pragmatics and semantics of Russian and other Slavic languages (synchronic and diachronic): Philological problems of Russian / Old-Russian texts as well as texts in other Slavic languages: Grammar of Russian and other Slavic languages in their relation to linguistic universals: History of Russian and other Slavic literary languages: Slavic dialectology.

The Scandinavian Journal of Psychology (SJoP) is published in association with the Nordic Psychological Associations and is an international journal, available globally and welcoming submissions from around the world. SJoP publishes high quality empirical reports as well as theoretical and methodological papers. We encourage submissions of meta-analyses and reviews and also welcome special issue proposals. Papers on tests or questionnaires are considered only when they contribute to more general theoretical or methodological advancement, not tied to a particular country. A high rejection rate and blind peer review process ensure that the journal's contents are of consistently high quality and SJoP's highly efficient, professional Editorial Office provides a fast turnaround for authors submitting to the journal. Interdisciplinary in nature, SJoP is widely read by professional psychologists, academics and students worldwide. The Scandinavian Journal of Psychology is organised into four sections:

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.

Sex Roles: A Journal of Research is an interdisciplinary behavioral science journal offering a feminist perspective. It publishes original research reports and review articles that illuminate the underlying processes and consequences of gender role socialization, gendered perceptions and behaviors, and gender stereotypes. The range of topics is broad, extending to gender issues in employment and work environments; interpersonal relationships; sexual orientation and identity; body image; violence against women, or intimate partners; gender role socialization; the influences of media, schools, peers and community on stereotypes; the acquisition, maintenance, and impact of stereotypes; the cultural, economic, legal and political effects of contemporary social change; or methodological issues in gender research. All papers consider the possibility of study participant gender differences in the initial statement of hypotheses and the analysis of data.Under the current editor, the journal stresses clear description

Social Development is a major international journal dealing with all aspects of children's social development as seen from a psychological stance. It provides an outlet for empirical reports, debates and comments on theoretical and empirical issues, literature reviews and in-depth book reviews. The main focus of Social Development is on development in childhood with lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development also explored. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children's theories of mind. It is essential reading for developmental psychologists, social psychologists and all those concerned with teaching or research in the field of social development. Social Development is published 4 times per year.

Founded in 1974, Social Indicators Research has become a leading journal for the publication of research results dealing with measurement of the quality of life. These studies - empirical, philosophical and methodological - encompass the whole spectrum of society, including the individual, public and private organizations, and municipal, country, regional, national and international systems. Topics covered include health, population, shelter, transportation, the natural environment, social customs and morality, mental health, law enforcement, politics, education, religion, the media and the arts, science and technology, economics, poverty, and welfare.

Social Psychology of Education draws from the disciplines of psychology, sociology, and education in order to help us better understand human behavior in education. The journal fills a gap in the literature by covering a wide variety of content concerns (e.g., classroom instruction, student cultures and interactions), theoretical interests (e.g., group dynamics, social learning theory), and research methods (e.g., comparative research, literature reviews, panel studies). Articles are of particular value to social psychologists with an interest in educational matters and educational researchers who use or are interested in using a social psychological approach.We are pleased to announce that Social Psychology of Education has been accepted in March 2012 by Thomson Reuters (formerly ISI), for inclusion in the Social Sciences Citation Index®, Journal Citation Reports/ Social Sciences Edition, and Current Contents®/Social and Behavioral Sciences.

• neuropsychological, behavioral, and psychiatric manifestations of neurodevelopmental, neurodegenerative, and neuropsychiatric conditions, and acquired brain disorders
• brain-behavior relationships, especially if pertaining to performance on clinical neuropsychological measures, or if pertaining to a specific disorder
• psychometrics and/or norms of clinical instruments
• forensic applications
• professional issues (e.g., credentialing, education and training, and ethics) and practice-related surveys

2.       Professional discussions. TCN publishes both invited and unsolicited papers that contribute to the journal’s over-arching goal of establishing (and raising) standards of practice.  These include the following: 

• practice guidelines, consensus statements, and position papers that guide clinicians and clinical educators
• invited opinions, commentaries, or discussions
• book reviews (solicited by the Book Review section editor)

3.       Case studies. The Grand Rounds in Clinical Neuropsychology section of the journal is devoted to single case study presentations of interesting, timely, important, or unusual cases. Cases should be instructive and focus on the contributions that competent neuropsychological assessment make in terms of (a) elucidating brain-behavior relationships, (b) determining the functional status of patients, and (c) instructing intervention, treatment, rehabilitation, education, etc.  Essential elements of a case study submission include the following:

• a well-documented history of the patient
• medical/neurologic/psychiatric findings, and neuroimaging (preferred, but not required )
• detailed results of neuropsychological evaluation
• discussion of differential diagnosis and relevent treatment/management considerations

Under what conditions does "development" end? Under what conditions does "aging" begin? Can these conditions themselves be modified by intervention at the psychological, social, or biological levels? To what extent are patterns of development and aging attributable to biological factors? To psychological factors? How can the social and behavioral sciences contribute to the actualization of human potential throughout the entire life span? What are the implications of gerontological research for our understanding of the total development of human organism?These are some of the broad questions with which the International Journal of Aging and Human Development is concerned. Emphasis is upon psychological and social studies of aging and the aged. However, the Journal also publishes research that introduces observations from other fields that illuminate the "human" side of gerontology, or utilizes gerontological observations to illuminate in other fields.

As the official publication of the Association for Specialists in Group Work, The Journal for Specialists in Group Work is an indispensable resource for both practitioners and educators working with groups in clinical, organizational, educational and community settings.The Journal for Specialists in Group Work is directed toward group work practitioners with a focus on group work theory, interventions, training, current issues, and research. The group process is a powerful method for development and change in the individual, the organization, and the community.The Journal for Specialists in Group Work expands our understanding of this dynamic field. In each issue of the journal you'll find peer-reviewed articles that: promote the practice of group work cover the continuum of types of group work - from task to therapy groups emphasize the processes that make groups effective integrate theory and practice provide specific information about how to lead groups and train group leaders. Peer Review Policy:All articles in this journal have undergone editorial screening and double-blind peer review by three anonymous reviewers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.