Journal Guide

Arab Gulf Journal of Scientific Research is an academic, open access, peer reviewed journal owned by Arabian Gulf University, which welcomes both theoretical and empirical submissions in natural resources sciences, medical sciences, biotechnology, computer science and applications, innovation, entrepreneurship, and management sciences, and educational sciences

Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education.

AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it.

AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.

Arts and Humanities in Higher Education is an international peer reviewed journal. It publishes articles, reviews and scholarly comment relating to the arts and humanities in higher education.

The Asia Pacific Education Review (APER) covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. It aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003.

2009 Impact Factor: 0.277Ranking: 111/139 (Education & Educational Research)169; Thomson Reuters, Journal Citation Reports 2010Asia Pacific Journal of Education focuses on major shifts in educational policy and governance, curriculum and pedagogy, and on the everyday lives and practices of students and teachers in the Asia-Pacific Rim. New empirical and theoretical work, as well as critical and exploratory essays that focus on the impacts of modernity, postcolonialism and globalisation on education systems will be featured.We would welcome manuscripts on:cultural and linguistic continuity and change;ethnicity, class, gender and diversity in education;systems and infrastructure development;cultures and discourses of educational organisations;educational policy responses;migrant and indigenous education;historical and current educational relationships between Asian and Pacific countries and systems;relationships with the educational ideas and systems of the "North" and "West";the impacts of new communication media and technologies, new and hybrid cultural forms and practices, and globalised economies on education. 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 and the National Institute of Education, Singapore makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the National Institute of Education, Singapore 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 National Institute of Education, Singapore.

The Asia-Pacific Journal of Health, Sport and Physical Education is the Journal of the by the Australian Council for Health, Physical Education and Recreation (ACHPER). The Journal has a particular focus on social science research-based articles (approximately 7000 words) that make reference to other critical work in the field and/or discuss particular issues of practice-focused research within the specific professional fields of health, sport and physical education. Editorial will privilege those articles that explore and provide a depth of understanding of the complex inter-relationship between developing/improving practice through the production of knowledge. The Journal will focus on the forms, contents and contexts of health education, sport and physical education as they relate to schools, universities and other forms of educational provision. While the Journal will give primacy to articles from, or focused on, the Asia-Pacific region, manuscripts from beyond this region are welcome - providing they have relevance to the readership.

The Asia-Pacific Journal of Health, Sport and Physical Education encourages submissions from social science researchers, academics and other commentators seeking to make contributions to the educational development of health, sport and physical education.

All manuscripts are read by the Editor and by two expert peer reviewers through a blind review process.

The Asia-Pacific Journal of Health, Sport and Physical Education will be published three times per year, March, July & November.

This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. It invites for peer review reports of theoretically informed and empirically grounded research which focuses on, among other important issues:The pre-service and continuing education of teachersTeachers and/or teacher educators' professional learningThe cultural, economic, political, social and/or technological dimensions of teacher educationChange, stability, reform and resistance in teacher educationImproving the quality research in teacher educationAll research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by two expert referees.Disclaimer The Australian Teacher Education Association 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.

Asian Journal of Communication accepted for inclusion in Thomson Reuters and New Online Submission SystemLaunched in 1990, Asian Journal of Communication (AJC) is a refereed international publication that provides a venue for high-quality communication scholarship. It focuses on the systems and processes of communication in the Asia-Pacific region and among Asian communities around the world. AJC brings to its readers the latest, broadest and most important findings in the field of Asian communication studies. It publishes articles that report empirical studies, develop communication theory, and enhance research methodology.AJC follows a rigorous procedure of double-blind peer review to maintain its high standard of scholarship. It is accepted and listed in the Thomson Reuters SSCI. The journal is housed editorially at the Wee Kim Wee School of Communication and Information at Nanyang Technological University in Singapore, jointly with the Asian Media Information and Communication Centre (AMIC). Currently a quarterly, AJC will publish six issues a year from 2011.Asian Media Information and Communication Centre (AMIC):AMIC is a nonprofit mass communication organization serving Asia and the Pacific from its offices at the Wee Kim Wee School of Communication and Information, Nanyang Technological University in Singapore. AMIC is engaged in communication research, documentation, training, consultancy services, institutional development, and publication. Membership is open to individuals and institutions involved and interested in the study and practice of mass communication.For further details, contact AMIC, Jurong Point P.O. Box 360, Singapore 916412. Tel: (65) 67927570. Fax: (65) 67927129. http://www.amic.org.sg Email: enquiries@amic.org.sgWee Kim Wee School of Communication and Information Nanyang Technological University (WKWSCI-NTU):Established in July 1992, the Wee Kim Wee School of Communication and Information offers a four-year programme leading to an Honours degree in Communication Studies. The School consists of five Divisions: Journalism and Publishing, Electronic and Broadcast Media, Public and Promotional Communication, Communication Research, and Information Studies. The school also offers post graduate programmes leading to master's and doctoral degrees.For further information, contact the Wee Kim Wee School of Communication and Information, Nanyang Technological University, 31 Nanyang Link, Singapore 637718. Tel: (65) 67904577. Fax: (65) 67915214. http://www.ntu.edu.sg/sci Email: wwwsci@ntu.edu.sg Disclaimer The Society (AMIC/SC/WKWSCI-NTU) 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 AJC is currently abstracted and indexed by the following services:Bibliography of Asian StudiesCommunication AbstractsCSA Sociological AbstractsCIOSInternational Bibliography of Social ScienceSocial Sciences Citation Index.

Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional ('direct' and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations). The journal is interested in review essays of key issues in the theory and practice of writing assessment.Assessing Writing embraces internationalism and will attempt to reflect the concerns of teachers, researchers and writing assessment specialists around the world, whatever their linguistic background. Articles are published in English and normally relate to the assessment of English language writing, but articles in English about the assessment of writing in languages other than English will be considered. While Assessing Writing frequently publishes articles about the assessment of writing in the fields of composition, writing across the curriculum, and TESOL (the teaching of English to speakers of other languages), it welcomes articles about the assessment of writing in professional and academic areas outside these fields.The scope of the journal is wide, and embraces all work in the field at all age levels, in large-scale (international, national and state) as well as classroom, educational and non-educational institutional contexts, writing and programme evaluation, writing and critical literacy, and the role of technology in the assessment of writing. Through this scholarly exchange, Assessing Writing contributes to the development of excellence in the assessment of writing in all contexts, and, in so doing, to the teaching and appreciation of writing.

Assessment & Evaluation in Higher Education is an established international peer-reviewed journal which publishes papers and reports on all aspects of assessment and evaluation within higher education. Its purpose is to advance understanding of assessment and evaluation practices and processes, particularly the contribution that these make to student learning and to course, staff and institutional development. Assessment & Evaluation in Higher Education welcomes research-based, reflective or theoretical studies which help to illuminate the practice of assessment and evaluation in higher education. The journal is aimed at all higher education practitioners, irrespective of discipline. It sets out to provide readily accessible, up-to-date information about significant developments within the field, with a view to the sharing and extension of evaluated, innovative practice and the development of ideas. Suggestions for special issues are welcomed.Peer Review Policy:All papers submitted to Assessment and Evaluation in Higher Education undergo a rigorous peer review process, beginning with an initial screening by the editor prior to anonymised scrutiny by at least two independent expert referees. Following structured comments from referees, decisions are conveyed to authors together with feedback about the paper.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.

Assessment for Effective Intervention (AEI) provides critical analysis of practitioner-developed assessment procedures, as well as papers that focus on published tests. Features articles that describe the relationship between assessment and instruction, introduce innovative assessment strategies; outline diagnostic procedures; analyze relationships between existing instruments; and review assessment techniques, strategies, and instrumentation.

Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself.Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The intention is to explore both commonalities and differences in policy and practice. Assessment in Education is the official journal of the International Association for Educational Assessment (IAEA).Peer Review Policy:All articles submitted to the journal undergo rigorous peer review. This involves anonymised refereeing by two anonymous referees and where there is a split decision by a third referee. The journal has an extensive editorial board of referees that have standing both nationally and internationally.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.