Journal Guide

Studies in Philosophy and Education is an international peer-reviewed journal that focuses on philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. Without adopting any one philosophical or theoretical school or cultural tradition, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Coverage ranges widely from important methodological issues in educational research as shaped by the philosophy of science to educational policy problems as shaped by moral and social and political philosophy and educational theory. Single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. A frequent 'Reviews and Rejoinders' section features book review essays with replies from the authors.

Studies in Political Economy is an interdisciplinary journal committed to the publication of original work in the various traditions of socialist political economy. Researchers and analysts within these traditions seek to understand how political, economic and cultural processes and struggles interact to shape and reshape the conditions of people's lives.

Established in 1979, SPE has, as a Political Economy Journal, become a major forum for people who identify with the struggles to overcome exploitation, exclusion and oppression in Canada and abroad. SPE is especially interested in work by, for and about Canadians, but it aims to be an international Political Economy journal. It welcomes contributions in every field of political economy and within all the traditions of socialist scholarship, including those which question established paradigms. Those who pursue progressive work within different frameworks will find SPE a venue for communicating with a wide and diversified audience. In addition to articles, Studies in Political Economy publishes interviews, short essays on contemporary political issues, review essays and comments on articles it has published.

The central aim of Studies in Science Education (SiSE) is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editors and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the Journal. publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin. publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral students and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles are made available to Studies in Science Education either by invitation from the Editors or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editors are willing to give informal feedback on the suitability of proposals, though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education is normally reviewed in each volume. 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 makes 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.