Journals in Educational 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.

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.

International Journal of Educational Research

ISSN: 0883-0355
5 Year impact factor: 3.2
Impact factor: 2.6

The International Journal of Educational Research publishes research papers in the field of Education. Papers published in IJER address themes of major interest to researchers, practitioners, and policy makers working in different international contexts. Work must be of a quality and context that the Editorial Board think would be of interest to an international readership. The aims and scope of the journals are to: Publish high quality papers that are of international significance in terms of design and/or findings;Publish papers on topics that are of international significance across educational contexts and which discuss explicitly how the findings of the paper can inform research, policy, or practice beyond the context in which the original work is undertaken;Promote greater equality and representation in academic publishing and be inclusive of a variety of knowledge traditions. This means that papers that challenge established paradigms and present alternative approaches to educational research are of special interest to us;Encourage collaboration by international teams of researchers to create special issues on these topics;Publish papers that are accessible to a wide audience of educationalists with varied backgrounds.What can papers/special issues be about?Proposals for special issues and individual papers can be on any contemporary educational topic of international interest. Reports of high quality educational research involving any discipline and methodology will be welcome. However, the journal's aim is to ensure it publishes high quality research that could potentially inform research, policy, or practice beyond the context in which the original work is undertaken.The research reported does not have to be comparative in the traditional sense of comparing aspects of education in different countries or cultures; a paper may report research carried out in just one location or cultural setting. Work can be drawn from any context or research paradigm. All papers, even those that focus on only one country's case study, must engage with broader theories and discussions in the field. We are specifically looking for originality and clear significance to an international readership.All manuscripts submitted to the Journal must have the following features:Explanation of how the question addressed in the paper relates to the existing literature;Explicitly stated research question;Detailed description of the research design and data analysis;Discussion of the results (a) in light of the existing literature, (b) highlighting how the results inform research, policy, or practice beyond the context in which the original work is undertaken;All advice listed in the 'Instructions for Authors' must be followedAs well as papers, which report the findings of empirical research, papers, which provide critical literature reviews of research on specific educational topics of international interest, will also be welcome. Literature reviews need to explain in great detail the systematic procedures used for the selection of the literature included in the analysis.Manuscripts can also be submitted to the Journal's open access companion title, the International Journal of Educational Research Open .Types of publicationThe International Journal of Educational Research publishes research papers and special issues on specific topics of interest to international audiences of educational researchers. Regular issues of research papers have an open call for manuscripts. Strong manuscripts will be reviewed. There is an Editorial Board policy that weaker manuscripts or manuscripts that do not follow the Guidelines for Authors will be rejected before review.Special issues are usually composed of individually invited manuscripts handled by a guest editor. Guest editors have responsibility for putting together the author team and handling the peer review process. Note that proposals for Special Issues must follow the format descripted in the Guide for Authors.How are papers assessed?Papers (including those in special issues) are subject to a peer review process, using an international panel of researchers who are expert in relevant fields. Referees are asked to judge the quality of research and also the relevance and accessibility of a paper for an international audience. The journal uses double anonymized peer reviews, meaning any reviewers are unable to establish the author(s) of a manuscript. Authors must propose three reviewers for their manuscripts. These reviewers should be international in scope and at least one of them should be from an English language speaking country. Authors should not suggest reviewers from their own institution or reviewers where a conflict of interest may arise for the reviewer. For special issues, referees are asked first to judge the quality of a proposal, and then to judge the entire contents of a draft issue. More detailed information on this process is provided under Guide for Authors.Ethical guidelinesWork must be undertaken in an ethical manner. Research must have been undertaken in accordance with Elsevier's guidelines on ethical research available at: http://www.ethics.elsevier.com/

International Journal of Educational Research Open

ISSN: 2666-3740

The International Journal of Educational Research Open (IJEDRO) is a companion title of the International Journal of Educational Research (IJER). IJEDRO is an open access, peer-reviewed journal which draws contributions from a wide community of international and interdisciplinary researchers across the field of educational research. We seek contributions that present innovative application of theories, conceptual frameworks and research methodologies, and which inform research, policy and practice beyond the context in which the original work is undertaken.The International Journal of Educational Research Open so so-named to reflect our international facing publication portfolio and readership. Contributions do not need to be comparative (in the sense of comparing aspects of education in different countries or cultures) or report research carried out in just one location or cultural setting. However, contributions to the International Journal of Educational Research Open need to be thought-provoking, contribute to the educational research field, and inspire international, interdisciplinary readership. Therefore, contributions must have the following features:Clear communication about the research findings or argumentsCritical demonstration of how the literature critically relates to the topic researchedStrong theoretical, conceptual or philosophical framingClearly explained design and analysis, allowing replication of the study in other (international) contextsCritical analysis, recommendations and implications for further research, policy and practice in an international contextThe journal supports equality, inclusion and diversity in research and education, within our editorial team, and among author and reviewer networks. As part of our commitment to open access and the values of inclusion, the journal encourages, in particular, early career researchers who take a fresh approach to research methodologies to submit their contributions, provided they support the journal's aims and scope.Note that we accept well-structured conceptual or theoretical manuscripts. This sets IJEDRO slightly apart from IJER as IJER tends to have a empirical expectations. IJEDRO will also accept evidence syntheses, but the research must have taken a systematic approach to the selection and presentation of evidence. Like IJER, we will also take protocols for work that will be undertaken in the future, but where data is yet to be generated. These will normally be protocols for randomised controlled trials or quasi-experimental trials, or for evidence syntheses. We will also look at protocols for qualitative designed work.

Issues in Education

ISSN: 1080-9724

AIMS AND SCOPE Issues in Education: Contributions from Educational Psychology features a single state-of-the-art focus article prepared by a leading figure in the field. Focus articles are integrative, timely, and provocative and address issues of salience. A series of critiques prepared by leading scholars accompanies each focus article.The Book Review section provides reviews of recent publications in the area of the focus article. The title of the journal reflects both the journal's purpose and content. The topics dealt with are broad in scope and of significance to a wide audience of scholars and practitioners interested or professionally involved in education. Each topic will be addressed by state-of-the-art analyses drawn from relevant psychological and educational psychological literature.The authors of the focus articles are carefully selected by the editorial board for their standing in the field as well as their breadth and depth of perspective. Similar criteria are applied to the selection of critique authors.Finally, the editor and editorial board are committed to broadening communication and the exchange of ideas through an international focus. This is evident in the first numbers of the journal and will continue to be so in subsequent numbers.

Learning and Individual Differences

ISSN: 1041-6080
5 Year impact factor: 4.5
Impact factor: 3.8

Journal of Psychology and EducationLearning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that make a substantial scientific contribution and advance our knowledge on individual differences as they relate to cognitive and/or non-cognitive features across diverse learning contexts. The Journal receives submissions from different fields such as psychology, educational sciences, and the learning sciences and welcomes interdisciplinary research.Learning and Individual Differences publishes original research. There are three types of original articles: Full length articles, brief reports, and multistudy reports. Full length articles should be no longer than 8000 words of primary text (not including abstract, educational relevance and implications statement, tables, figures, references, and other materials). Brief reports should be no longer than 4000 words of primary text (not including abstract, educational relevance and implications statement, tables, figures, references, and other materials). Multistudy reports should be no longer than 12000 words of primary text (not including abstract, educational relevance and implications statement, tables, figures, references, and other materials). Systematic reviews with or without meta-analysis should be no longer than 15000 words of primary text (not including abstract, educational relevance and implications statement, tables, figures, references, and other materials).The core criteria for whether a manuscript is published are its scientific rigor and the new knowledge that it adds to the existing body of knowledge. To this end, we are particularly looking for manuscripts that report on longitudinal data analyses, include data on diverse (in the best case representative) or underrepresented populations, and combine several sources of information such as self-report and objective performance data. Inclusion of power calculations where appropriate is considered an advantage. Manuscripts that don't meet these criteria such as studies that are cross-sectional (in particular when they report mediation analyses), stem from highly specific samples, and include only self-reports need to make a strong case on why they advance our knowledge to a sufficient level for inclusion in the Journal and have a higher likelihood of not being considered for publication in Learning and Individual Differences.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

Learning in Context

ISSN: 3050-578X

The journal of the European Association for Research on Learning and Instruction (EARLI)Learning in Context offers opportunities to disseminate relevant research on teaching and on learning, as evidenced through the experiences and perspectives of key actors and participants. We welcome studies originating from contexts across the lifecourse, ranging from formal school settings, higher education, workplace settings, and informal learning situations. The emphasis is on situated accounts of individual, institutional, cultural, and societal dimensions of learning. This may address the processes of teaching and learning, and in particular, the relations, dynamics and temporality in such processes.The journal welcomes studies which report empirical research and theoretical analyses, including those adopting interdisciplinary frameworks. The journal creates space for dissemination of high-quality studies on learning and teaching that employ qualitative approaches (narrative, interaction, discursive analyses, phenomenography, grounded theory, case studies, design-based research; formative interventions etc.) and mixed method studies.Before submitting an article to Learning in Context, please check that your article is in line with the Aims and Scope. Articles may be up to 10,000 words (excluding references and appendices) to allow for the greater number of words required to report qualitative research with rigour. However, we do also expect authors to write succinctly. Please also read the Learning in Context Guiding Principles for Qualitative Research. We recognise the diversity of ways of researching using qualitative research methods but feel these principles reflect a common set of expectations which maintain the integrity and rigour of research reporting. Each article must be accompanied by a CRediT statement, using the guidance here. Finally, please make sure that you have read the full Guide for Authors, particularly the guidance on Ethics, Change of Authorship, and the use of inclusive language.

The International Journal of Management Education

ISSN: 1472-8117
5 Year impact factor: 5.7
Impact factor: 6

The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.The editors particularly welcome submissions on: • Critical perspectives on education and its institutional development in all the business and management disciplines; • Changes in the structure of business and management education and the changing roles of management educators; • Relationships of business and management programmes to employers' needs; • Globalisation of business and responsible management education in advancing the United Nations Sustainable Development Goals.By promoting critical discussion on current innovations within these areas, the journal represents an excellent forum for highlighting the profile of management education on both a national and international level.The International Journal of Management Education is the outlet for educational research and developments within business, management, accountancy and finance.Professor Neil Marriott Deputy Vice Chancellor Dean, Faculty of Business, Law and Sport Director, Winchester Business School

The Internet and Higher Education

ISSN: 1096-7516
5 Year impact factor: 8
Impact factor: 6.4

A Quarterly Review of Innovations in Post-secondary EducationThe Internet and Higher Education is a quarterly journal devoted to addressing contemporary issues and future developments related to Internet-enabled learning and teaching in higher education settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions significantly addressing innovative uses of Internet technology in learning and teaching, and reporting on research to demonstrate the effects of the Internet on the quality and/or the equity of learning and teaching in higher education contexts. The key findings must inform practices and/or policies, and contribute to the scholarship of Internet-enabled higher education learning and teaching. For example, research on topics such as MOOCs and professional development must have clear implications for individuals who teach and learn in higher education institutions.The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines. Special issues are often devoted to specific emerging areas of study with guest editors assisting in the editorial process.The scope of the journal is broad in terms of the range of Internet-related issues and trends to be addressed in the higher education teaching and learning context. We welcome manuscripts on topics including but not limited to pedagogical and technological innovations in online and blended learning; online learning interactions and collaborations; online learning communities; institutional policies and strategies to drive and support online learning and teaching; internationalization and cultural aspects of online classrooms; online assessment and feedback; faculty professional development for online learning; and approaches to online course development. Across all topics, we seek to publish high-quality empirical manuscripts with strong conceptual frameworks and rigorous methods.

The Journal of Mathematical Behavior

ISSN: 0732-3123
5 Year impact factor: 1.5
Impact factor: 1

The Journal of Mathematical Behavior is an international, double anonymized peer reviewed journal concerned with the learning and teaching of mathematics. Our fundamental goal is to publish research of the highest quality that expands understanding of how people build, retain, communicate, apply, and comprehend mathematical ideas. The Journal of Mathematical Behavior welcomes theoretical and empirical research from diverse methodologies and paradigms. The journal focuses on research about learning and teaching of mathematics at all ages, in formal as well as informal contexts. The intended audience for this journal includes researchers who concentrate on the learning and teaching of mathematics, learning scientists, mathematicians, educators, teachers of mathematics, cognitive scientists, and linguists.

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