Journal Guide

Educational Management Administration & Leadership (EMAL) is a peer reviewed journal that publishes original contributions on educational management, administration and leadership in the widest sense. EMAL is published 6 times a year and edited by Tony Bush, University of Warwick. EMAL is covered by the Social Science Citation Index, Journal Citation Report-Social Science edition, Impact Factor pending.

2014 Impact per publication 0.577 - values from Scopus

Educational media has made a considerable impact on schools, educational institutions and providers of open and distance education. Educational Media International (EMI) is a scholarly journal that publishes research, evaluation, and development studies addressing the issues, successes and challenges faced in the design, development, implementation and evaluation of educational media.

Educational Policy (EPX) focuses on the practical consequences of educational policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field.Educational Policy blends the best of educational research with the world of practice, making it a valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students.

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.

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.

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.