Journal Guide

Educación XX1 se configura como órgano de la Facultad de Educación de la UNED para la difusión de ensayos, trabajos de carácter científico y experiencias innovadoras relacionados con la educación en cualquiera de sus campos de acción. Así como bibliografía y recursos documentales significativos y actuales en esta área. Las colaboraciones deberán reunir los siguientes requisitos:• hacer referencia al campo de especialización propio de la Revista Educación XX1;• constituir una colaboración original no publicada previamente, ni total ni parcialmente, en ningún soporte;• estar científicamente fundada y gozar de unidad interna;• resultar una contribución al progreso en las diversas dimensiones y ámbitos de la educación.Esta Revista tiene una periodicidad semestral. .

Educar em Revista has the task of publishing with regular flow original articles from research on the educational field, as well as translations and book reviews of wide academic interest. It aims at approaching current and relevant issues in order to understand educational phenomena, and it accepts papers directly related to the Education field.

Education + Training addresses the increasingly complex relationships between education, training and employment and the impact of these relationships on national and global labour markets. The journal gives specific consideration to young people, looking at how the transition from school/college to employment is achieved and how the nature of partnerships between the worlds of education and work continues to evolve. The journal explores vocationalism in learning and efforts to address employability within the curriculum, together with coverage of innovative themes and initiatives within vocational education and training.

Education 3-13 - International Journal of Primary, Elementary and Early Years Education is the major international publication of the Association for the Study of Primary Education (ASPE). The defining feature of the journal is that it aims to publish refereed articles representing the highest quality research and analysing practice relating to children between the ages of 3-13, both in the UK and internationally. It should be noted, however, that whilst the submission of items relating to pre-school and the transfer to secondary education are encouraged, the central focus of the journal is on primary education and articles addressing that phase are especially welcomed. Education 3-13 will be of interest to academics, students, teachers and advisers who seek perspectives on early years, primary and middle schooling. The Journal seeks to provide an avenue for the publication of research that will help to develop policy and practice in primary education and will also assist practitioners by providing helpful and stimulating ways of viewing what they do, or might do. The Journal welcomes submissions on all aspects of primary education in the form of articles that report original research, analyse practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Illustrations, tables, figures, photos and examples of children's work are welcomed.Membership of ASPE includes a subscription to Education 3-13 -International Journal of Primary, Elementary and Early Years Education. For information on how to join ASPE, please visit www.aspe-uk.euPeer 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 ASPE make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and ASPE 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 ASPE .

Education Economics is a peer-reviewed journal serving as a forum for debate in all areas of the economics and management of education. Particular emphasis is given to the 'quantitative' aspects of educational management which involve numerate disciplines such as economics and operational research. The content is of international appeal and is not limited to material of a technical nature. Applied work with clear policy implications is especially encouraged. Readership of the journal includes academics in the field of education, economics and management; civil servants and local government officials responsible for education and manpower planning; educational managers at the level of the individual school or college.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees.

Education Finance and Policy, the official journal of the Association for Education Finance and Policy, is devoted to examining the policy implications, scholarly basis, and operational practices on which the financing of education institutions and systems is based. EFP draws from a range of fields, including economics, political science, public administration and policy, law, and education finance, to cover topics related to revenue generation and distribution, institutional productivity, social equity, linkages between finance and governance and the effects of competition and labor market dynamics in education.

Education Research International is a peer-reviewed, open access journal that publishes original research articles as well as review articles in all areas of education.

Education Sciences (ISSN 2227-7102) is a scholarly international open access journal. It publishes extended full-length research papers that have the scope to substantively address current issues in education. There is no restriction on the length of the papers relevant to any field of study within education. Submissions that synthesize information from disparate backgrounds, place research findings within a broad context, extend our methodological and theoretical understanding, and have the likelihood of informing education policy and practice, are preferred. The journal publishes quantitative, qualitative and mixed method research papers. Extended reviews of substantive research studies and/or technical reports published elsewhere are also welcome. Additionally, Education Sciences invites commentaries and original opinion pieces and/or analysis of issues and events of concern to education scholars that have international resonance. Our aim is to encourage researchers to publish their research in as much detail as possible. Full reports of findings and methodical details should be provided. Computed data or files, if available and unable to be published in a normal way, can be deposited as supplementary material. Online features can take advantage of the variety of media made possible through electronic publishing, including the use of audio, video, complex or dynamic graphic displays, interactive sessions, performances, and other means to improve the communication of scholarly work. Features may be presented as a single article or in serial form.

Aims of the Editors:

It is our determination to develop this journal into a key international voice in the growing and significant field of education and information technologies.

This journal is a platform for the range of debates and issues that are current in our field. It is a broad field: we aim to provide perspectives at all levels, from the micro of specific applications or instances of use in classrooms to macro concerns of national policies and major projects: from classes of five year olds to adults in tertiary institutions: from teachers and administrators, to researchers and designers: from institutions to open, distance and lifelong learning. The strength of this breadth lies in the opportunity to raise and debate fundamental issues at all levels, to discuss specific instances and cases, draw inference and probe theory. This journal is embedded in the research and practice of professionals. It will not proselytise on behalf of the technologies but rather provoke debate on all the complex relationships between information and communication technologies and education.

As editors we are determined to maintain and expand the international standing of Education and Information Technologies by careful selection on merit of the papers submitted to us. Our goal is that we should provide an ongoing forum for debate. We shall occasionally produce special editions to enable us to cover particular issues at depth.We invite you, our readers, to send us papers on your work for consideration for inclusion, but also to comment and reflect upon the argument and opinions that we shall be publishing.

TED Bilim Kurulu’nun sorumlulug?unda Tu¨rk Eg?itim Derneg?i tarafindan yilda do¨rt kez yayinlanan Eg?itim ve Bilim / Education and Science dergisi, deg?erli bilim insanlarinin katkilari ile 30 yila yakin bir su¨redir eg?itim alaninda hakemli bir dergi olarak yayin hayatina devam etmektedir. TED Eg?itim ve Bilim dergisinin Milli Eg?itim Bakanlig?i Talim ve Terbiye Dairesi Bas¸kanlig?i’nca ilgililere duyurulmasi uygun bulunmus¸ ve so¨z konusu karar 19.9.1977 gu¨n ve 1952 sayili Teblig?ler Dergisi’nde yayinlanmis¸tir. TED Eg?itim ve Bilim 2007 Yili 32. Cilt, 143. Sayidan itibaren Social Sciences Citation Index (SSCI) dizininde yer almaktadir. Dergimizde 2007 yilindan itibaren yayimlanmis¸ olan makalelere http://egitimvebilim.ted.org.tr adresinden tam metin, u¨cretsiz olarak eris¸ilebilmektedir. Eski sayilara eris¸imin sag?lanmasi ic¸in c¸alis¸malarimiz devam etmektedir.

Education and Urban Society (EUS) is the preeminent journal for communicating new ideas on educational processes, controversies, research, and policy. It places special emphasis on the relationship between educators and society. It is an important outlet for the wide variety of disciplines studying today's educational systems and provides a multidisciplinary forum for communication among educators, educational administrators, school board, sociologists, anthropologists, and political scientists.

This peer-reviewed journal wishes to encourage international debate about change in schools, especially, but not only, schools in challenging contexts. This includes research relating to learning and teaching in the classroom, the curriculum, teacher professional development and the relationships between schools, their communities and the broader education system. The journal also publishes research on innovative programmes in pre-service teacher education. In general, articles on leadership and management are not the focus of the journal, unless they are related to curriculum leadership. Contributions are published mainly in the form of empirical research articles and original theoretical works, as well as book review articles.

Education for Chemical Engineers is IChemE's new online journal, launched in May 2006 at ACHEMA.With a remit to publish education research papers, resource reviews and teaching and learning notes, ECE is targeted at chemical engineering academics and educators, discussing the ongoing changes and development in chemical engineering education.This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research.Core topic areas:AssessmentAccreditationCurriculum development and transformationDesignDiversityDistance educationE-learningEntrepreneurship programsIndustry-academic linkagesBenchmarkingLifelong learningMultidisciplinary programsOutreach from kindergarten to high school programsStudent recruitment and retention and transition programsNew technologyProblem-based learningSocial responsibility and professionalismTeamworkWeb-based learning