Journals in Education general

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

Educational Research Review

ISSN: 1747-938X
5 Year impact factor: 13.7
Impact factor: 9.6

The Journal of the European Association for Research on Learning and Instruction (EARLI)Educational Research Review is an international journal addressed to researchers and various agencies interested in the review and meta-analysis of studies in education at any level. The journal accepts high quality articles that are solving educational research problems by using a review approach. This may include thematic or methodological reviews, or meta-analyses. The journal does not limit its scope to any age range. The journal invites articles on the broad range of settings in which people learn and are educated (school settings, corporate training, formal or informal settings, etc.).Empirical studies or theoretical contributions that do not include a critical review analysis are not accepted.

European Journal of Education and Psychology

ISSN: 1888-8992

As of January 1st, 2018, the journal has transferred back to the society. For more information, please http://www.ejep.es/click here.The European Journal of Education and Psychology is a biannual (June and December) multidisciplinary publication in Education and Psychology. It is open to empirical contributions communicating the results of research as well as theoretical reviews which in the opinion of the Editorial Committee, are deemed to be of interest to the scientific community, in any of the fields of study in Education and/or Psychology. Manuscripts may be submitted in either Spanish or English.European Journal of Education and Psychology es una publicación semestral (junio y diciembre) y de carácter multidisciplinar del ámbito de la Educación y la Psicología, abierta a colaboraciones de carácter empírico y que comuniquen resultados de investigación, del mismo modo, se aceptarán trabajos de revisión teórica, que a juicio del Comité Editorial, se estimen de interés para la comunidad científica, en cualquiera de los diferentes campos de estudio de la Educación y/o de la Psicología. Se admiten manuscritos en castellano e inglés.

Journal of Nutrition Education and Behavior

ISSN: 1499-4046
5 Year impact factor: 2.6
Impact factor: 2.3

Official Publication of Society for Nutrition Education and BehaviorThe Journal of Nutrition Education and Behavior (JNEB), the official peer-reviewed journal of the Society for Nutrition Education and Behavior, since 1969, serves as a global resource to advance nutrition education and behavior related research, practice, and policy. JNEB publishes original research, as well as papers focused on emerging issues, policies and practices broadly related to nutrition education and behavior. These topics include, but are not limited to, nutrition education interventions; theoretical interpretation of behavior; epidemiology of nutrition and health; food systems; food assistance programs; nutrition and behavior assessment; and public health nutrition. Strategies to implement nutrition education, such as policy, systems, and environmental approaches or technological advances are also considered. Skill development within interventions, such as food procurement and culinary expertise; physical activity partnered with nutrition education; and strategies to reduce food insecurity are valued.In addition to Research Articles and Briefs, JNEB accepts Intervention Methods, Questionnaire Development Methods, Perspectives, Reports, Meta-analysis and Systematic Reviews, and GEMS (Great Educational Materials that have an evaluative component). Reviews of Educational Materials are invited. JNEB encourages data sharing to enhance scientific integrity. The procedure for submitting possible topics for position papers of SNEB can be found at https://www.jneb.org/content/policy_position_papers, and calls for papers related to specific themed issues are also available at https://www.jneb.org/.

Learning, Culture and Social Interaction

ISSN: 2210-6561
5 Year impact factor: 2
Impact factor: 2

Affiliated with EARLI and ISCARMuch of the most important learning happens through social interaction. Learning, Culture and Social Interaction is an international journal devoted to the publication of high-quality research on learning within, and through, social practices. Its particular focus is on understanding how learning and development are embedded in social and cultural activities, and how individuals and collective practices are transformed through learning.Such understanding requires a careful analysis of learning in social context, and of the communicative processes involved. In-depth studies of interaction in schools (in various subjects and settings), universities, work-places, voluntary organizations, public agencies, hospitals, laboratories and other institutional settings will be welcome, as well as studies of informal settings such as everyday conversations, play settings, youth clubs, games and other cultural practices. Longitudinal studies of learning trajectories are relevant as are analyses of contexts and interactional patterns that hinder learning. The important point is that the relationships between cultures, social interaction and learners (and teachers) are in focus.The term 'interaction' includes forms of communication which take place through technologies of various kinds (telephone, the Internet, presentation technologies and so on). Interaction between people and artefacts, insofar as they address learning, are also relevant. Thus, the focus is not exclusively on face-to-face interaction. Also, issues of collective forms of learning characterizing systematic change, institutional development and communities of practice are central for the journal.The journal is multidisciplinary and invites scholars from relevant disciplines including psychology, anthropology, linguistics, sociology, communication studies and all areas of educational research. Data may come from ethnographies, experimental approaches, intervention studies, case studies, interviews, questionnaires, self-reports, cross-cultural comparisons, archives etc. Articles of different kinds will be welcome: reports of empirical research, theoretically orientated analyses, contributions to method, literature reviews, meta-analyses of research etc. There will be no restrictions when it comes to age levels or social settings. A strong expectation will be that authors write clearly and accessibly for an international and multidisciplinary audience.

Linguistics and Education

ISSN: 0898-5898
5 Year impact factor: 1.8
Impact factor: 1.6

Linguistics and Education is an international peer-reviewed journal that welcomes submissions from across the world that advance knowledge, theory, or methodology at the intersections of linguistics and education. The journal is concerned with the role played by language and other communicative/semiotic systems in mediating opportunities for learning and participation in a globalized world. Research published in the journal engages with the complexities and changing realities of educational contexts and practices, focusing on all levels of formal education, as well as a wide variety of informal learning contexts throughout the lifespan and across modes, genres and technologies.Linguistics and Education encourages submissions that incorporate theories and methodologies from all traditions of linguistics and language study to explore any aspect of education. Areas of study at the intersection of linguistics and education include, but are not limited to: sociolinguistics, discourse analysis, critical discourse analysis, conversation analysis, linguistic anthropology, ethnography of communication, language socialization, narrative studies, gesture/sign/visual forms of communication, social semiotics, literacy studies, language policy, language ideology, functional grammar or text/corpus linguistics.Linguistics and Education is a research-oriented journal. Papers may address practical and policy implications for education but must be built on robust research and have a strong conceptual grounding in their analyses and discussions. Linguistics and Education welcomes papers from across disciplinary and interdisciplinary research traditions that reflect principled application of qualitative, quantitative or mixed methodological paradigms and research designs (e.g. case studies, ethnographic fieldwork, experimental/semi-experimental studies, etc.). Papers must be relevant to an international readership.Benefits to authors We 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

Magister

ISSN: 0212-6796

Magister publica, con carácter semestral (marzo y septiembre), trabajos originales de investigación aplicada en el campo de la Formación del Profesorado y la investigación educativa. Se aceptan artículos en español o en inglés, de revisión teórica, descripciones de experiencias, reseñas bibliográficas e investigaciones empíricas.Magister publishes half-yearly (March and September), original works of applied research in the field of teacher training and educational research. Magister accepts papers in Spanish or English, theoretical reviews, descriptions of experiences in training and educational innovation, literature reviews and empirical research.

Teaching and Teacher Education: Leadership and Professional Development

ISSN: 2667-3207

Teaching and Teacher Education: Leadership and Professional Development is a timely new open access, international, peer-refereed journal focused on the nexus between educational research, leadership and professional development both within and beyond periods of organisational development, announced in late 2021. As a sister journal to https://www.sciencedirect.com/journal/teaching-and-teacher-educationTeaching and Teacher Education, TATE: Leadership and Professional Development has roots in teacher professional development, but seeks to extend that focus to explore both leadership and professional development in a wide range of settings. The journal aims to foster interdisciplinary perspectives, for example how organisational psychologists and educational researchers can share their perspectives to support best practices in professional development. Taking its cue from calls for evidence-based practice, the journal will look to bridge the gap in the application of research to support effective learning and development beyond the school environment.Topics of interest include:Formal and informal learning in workplace settings, and work-integrated learning;How educational providers keep pace with/anticipate changing workplace needs;Connectivity between education and work;Hybrid learning environments;The transition from education to work;(Continuous) professional development across professions;Social networks in organisations;Training the trainer/development professionals;Maximising knowledge transfer in professional development courses;Leadership development

Thinking Skills and Creativity

ISSN: 1871-1871
5 Year impact factor: 4.1
Impact factor: 3.5

This leading international journal, launched in 2006, uniquely identifies and details critical issues in the future of learning and teaching of creativity, as well as innovations in teaching for thinking. As a peer-reviewed forum for interdisciplinary researchers and communities of researcher-practitioner-educators, the journal welcomes papers that represent a variety of theoretical perspectives. In particular, the journal is interested in papers that advance new and existing methodological approaches, and are innovative works on the theories, practices and possibilities of creativity and thinking skills research. Papers may relate to any age level and any settings: formal and informal, education and work-based as long as they connect to the learning and teaching, facilitation and/or practice teaching for thinking and/or creativity.While there is no universal agreement about the dimensions of thinking skills and creativity or their themes, debates and terms, we welcome methodological advancements and critiques that progress current thinking and stimulate developments about the naming and framing of boundaries and related fields of knowledge.The journal particularly welcomes several types of research article:Empirical studies which address critical issues in the future of learning and teaching, facilitation and practice, directly relevant to advancing thinking skills relevant to the enquiry and advancement of creativity;Critical reports of research practices and innovation in identifying major debates in advancing thinking skills and creativity;Synthetic reviews;New departures in methodological, theoretical and conceptual case studies. Submissions to the journal are judged on the engagement of research and scholarship designed to advance creativity and thinking skills research. The major criteria for acceptance of a research article will be its relevance, its importance and its contribution to the field of teaching for thinking and creativity, and its persuasive, analytical and critical quality.

Life Sciences

Physical Sciences & Engineering

Social Sciences & Humanities

Health