Journals in Education

Assessing Writing

ISSN: 1075-2935
5 Year impact factor: 4.8
Impact factor: 4.2

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.For further information, please, consult Assessing Writing's Policies & Guidelines

Computers & Education

ISSN: 0360-1315
5 Year impact factor: 11.6
Impact factor: 8.9

Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and particularly on the implications for learning and teaching. Computers as a delivery platform only is insufficient. Detailed information on implementation architecture should NOT be included in the paper, but may be provided via URLs.We welcome systematic review papers and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. See PRISMA guidelines for further advice.Authors should take care to refer to and abide by the author guidelines. Papers that do not address the criteria outlined in the author guidelines will be returned without review. Authors are also welcome to submit to the journal's open access companion titles, Computers & Education Open or Computers & Education: Artificial Intelligence.

Computers & Education: X Reality

ISSN: 2949-6780

Computers and Education: X Reality (CEXR) affords a platform for researchers, developers, and educators to publish their research progress, share novel research ideas, and demonstrate pedagogical innovation on topics relating to mixed reality for educational purposes. In particular, CEXR is interested in immersive learning, personalized and adaptive learning, smart education, and interactive learning. CEXR's scope includes topics such as the following:VR/AR/MR in e-learning systemsCollaborative learning in VR/AR/MR environmentsMultiuser and distributed VR/AR/MR learning systemsThe social, business and human aspects of the virtual world for educationUsability and user experience in the virtual world for educationHuman-centred and learner-centred virtual learning3D interaction for VR/AR/MR for educationArtificial intelligence, IoT, Big data in VR/AR/MR e-learning applicationsImmersive gaming and VR/AR/MR-driven edutainmentVirtual environments for surgical, medical, and safety educationVirtual reality and Art technology for educationEthical issues in VR/AR/MR for educationMobile VR/AR/MR educational solutionsVR/AR/MR hardware/devices/infrastructure for education and trainingApplications of haptics technologies for teaching and learning innovationsSpherical video-based virtual reality for teaching and learningVR/AR/MR software applications for education and trainingBlockchain and NFTs applications in the Metaverse for educationVR/AR/MR techniques for smart campusThe integration of virtual communities (e.g., social media, online communities, and/or VR/MR/AR) for educationUser experience and interface design issues for educational experiences in VR/MR/AR and the MetaverseThe integration of VR/MR/AR and the Metaverse with traditional classroom learningExploring how VR/MR/AR and the Metaversecan make education more accessible to students with different needs and abilities

Computers and Composition

ISSN: 8755-4615

Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. It welcomes articles, reviews, and letters to the Editors that may be of interest to readers, including descriptions of computer-aided writing and/or reading instruction, discussions of topics related to computer use of software development; explorations of controversial ethical, legal, or social issues related to the use of computers in writing programs; and to discussions of how computers affect form and content for written discourse, the process by which this discourse is produced, or the impact this discourse has on an audience.Benefits to authors We also provide many author benefits, such as a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our Support Center

Computers and Education Open

ISSN: 2666-5573
5 Year impact factor: 4
Impact factor: 4.1

Computers & Education Open (CAEO) is an open access, peer reviewed journal focused on the ways in which digital technology can enhance education. Like its highly-regarded companion title, Computers & Education, CAEO welcomes research papers on the pedagogical uses of digital technology where the focus is broad enough to be of interest to a wider education community.In addition to empirical work, we welcome systematic reviews and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. CAEO also offers the opportunity to publish special issues or sections to reflect current interest and research in topical or developing areas. We are also open to publishing research presented in innovative fashions, for example in multimedia formats, as well as papers which take an interdisciplinary approach.

Computers and Education: Artificial Intelligence

ISSN: 2666-920X

Computers & Education: Artificial Intelligence aims at affording a world-wide platform for researchers, developers, and educators to present their research studies, exchange new ideas, and demonstrate novel systems and pedagogical innovations on the research topics in relation to applications of artificial intelligence (AI) in education and AI education. A sister journal to Computers & Education, CAEAI is an open access and peer reviewed journal, which welcomes empirical, review, and position papers from the following areas.AI-assisted tutoring for decision-makingAI-based multimedia data analytics in classroom or school settingsAI-enabled learning environmentdesigning educational technologies in the age of AIethical issues and problems raised by AI applications in educationhow to apply AI techniques and models in analyzing the educational datahow to develop AI-based e-learning systemsinnovative strategies and systems for AI educationintelligent tutoring and learning systemslearning behavioral and cognitive analysis for intelligent systemslearning emotion detection using AIlearning emotion and classroom dialogue analysis using AIpersonalized and intelligent educational systemspedagogical innovations for AI teaching and learningresearch trends in AI for education research

Contemporary Educational Psychology

ISSN: 0361-476X
5 Year impact factor: 8.2
Impact factor: 3.9

Contemporary Educational Psychology publishes empirical research from around the globe that substantively advances, extends, or re-envisions the ongoing discourse in educational psychology research and practice. Publishable manuscripts must be grounded in a rich, inclusive theoretical and empirical framework that gives way to critical and timely questions facing educational psychology. Further, general and specific questions should be closely linked to the selected methodological approach and authors should include actionable implications for education research and practice. In all cases, accepted manuscripts will advance cutting edge theoretical and methodological perspectives that address critical and timely education questions.The journal welcomes rigorously conducted qualitative, quantitative, and mixed-methods contemporary empirical research within educational psychology. The journal also aims to publish research that employs participant samples representative of the intended population and engaged in authentic teaching or learning contexts, through either formal or informal settings. The journal highly encourages empirical research that exemplifies values of diversity, equity, and inclusion within education.In addition to novel, empirical studies rooted in primary data or data sources, submissions may include:Purposeful replication studies designed to extend our understanding of fundamental relationships or processes,Measurement or validation studies that include a second, related empirical study that aligns with the editorial goals outlined above,Meta-analyses that have clear implications for teaching and learning, andSelf-report studies involving novel respondents, methodologies, and/or situated in unique contexts.

Design Studies

ISSN: 0142-694X
5 Year impact factor: 4.1
Impact factor: 3.2

Design Studies The Interdisciplinary Journal of Design ResearchMission Our mission at Design Studies is to foster contemporary discourse and discoveries in the field of design. We commit to transcend traditional disciplinary boundaries and champion inclusivity in academic contributions. We welcome submissions from a diverse spectrum of individuals and perspectives globally. We invite an engaged community of authors to advance design through research, scholarship and creative practice.Aims Design Studies is a leading international academic journal dedicated to the comprehensive examination and discourse of design.The editorial aim is to publish work that is relevant to a broad audience of researchers, educators, and practitioners. We welcome original scholarly research papers concerned with the process, perspectives and outcomes of designing in all its application areas. Insights into the process of design from experimental or empirical research, the design of objects, environments, and systems and their impacts on society and the environment, and critical theory and analysis should galvanize thought leadership and community.Design Studies fills a unique niche among design publications of its type by publishing articles that strike a balance between theoretical and practical modes of inquiry, to produce critical understandings of design practice and its effects in society through the following distinctive aims.Foster Interdisciplinary Design Discussions: Create a space for interdisciplinary discussions on fundamental design elements, including process, cognition, and philosophy, while emphasising research, theory, and innovative outcomes.Explore Design's Theoretical Evolution: Assess the history and future of design by examining its development and contributing to future practices, focusing on rigorous research approachesCritically Analyse Design Practices: Encourage critical evaluations of design methodologies and outcomes, including ethical, social, and environmental considerations.Embrace Diverse Design Contexts: Examine design within various cultural, socio-economic, organisational and political settings, highlighting its impact on social change, sustainability, and community empowerment.Expand the Design Conversation: Welcome a wide range of contributions, including practical case studies, theoretical explorations, and methodological critiques, to engage in a comprehensive design discourse.Scope Design Studies seeks to expand the boundaries of design knowledge and practice. We invite authors to submit papers that not only challenge traditional norms and methodologies but also promote a forward-thinking and inclusive dialogue within the design community. Our scope encompasses a wide range of design domains, including but not limited to engineering design, industrial design, product design, systems design, innovation, and current design thinking paradigms within the overarching research context.Design Studies welcomes articles on a wide range of topic areas across design's core facets centred on the main aims of the journal.Design Theory • Design Process • Philosophy of Design • Design Conceptualisations and Perspectives • Design ThinkingDesign Research and Methodology • Design Research Methods • Interdisciplinary Design Research • Co-DesignDesign Practice • Practice-led Design Research • Design Innovation • Design JusticeDesign Education • Design Pedagogy • Design Teaching and Learning • Design DialogueDesign Impact • Human Factors in Design • Design Manufacturing and Materials • Product Engineering • Design Sustainability

Early Childhood Research Quarterly

ISSN: 0885-2006
5 Year impact factor: 4
Impact factor: 3.2

Early Childhood Research Quarterly (ECRQ) publishes research on early childhood education and development from birth through 8 years of age. ECRQ publishes only empirical research (quantitative or mixed methods) on issues of interest to early childhood development, theory, and educational practice.The journal also occasionally publishes significant, rigorous meta-analytic reviews of research. It will no longer publish non-quantitative reviews, such as systematic or scoping reviews. As an applied research journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.Topics of interest include, but are not limited to:• Children's social, emotional, cognitive, behavioral, language, and motor development applied to early childhood settings.• Center- and home-based care, program quality, and children's transition to school• Program evaluations related to early intervention, prevention or interventions that will influence early childhood education practice and policy• Implementation science related to early childhood education initiatives• Public policy, early childhood education, and child development• Best classroom practices and effective early childhood curricula• Caregiver professional development and training and well-being• Relationships between early childhood education and family or parental engagement• The larger contexts and systems including schools, neighborhoods and communities in which early childhood education programs take place.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our Support Center.

Economics of Education Review

ISSN: 0272-7757
5 Year impact factor: 2.6
Impact factor: 1.8

Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public.

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