Journals in Social sciences
Journals in Social sciences
The Social Sciences collection forms a definitive resource for those entering, researching, or teaching in any of the many disciplines making up this interdisciplinary area of study. Written by experts and researchers from both Academic and Commercial domains, titles offer global scope and perspectives.
Key subject areas include: Library and Information Science; Transportation; Urban Studies; Geography, Planning, and Development; Security; Emergency Management.
- ISSN: 1369-8478
Transportation Research Part F: Traffic Psychology and Behaviour
Supported by the International Association of Applied PsychologyTransporta... Research Part F: Traffic Psychology and Behaviour focuses on the behavioural and psychological aspects of traffic and transport.The aim of the journal is to enhance theory development, improve the quality of empirical studies and to stimulate the application of research findings in practice. TRF provides a focus and a means of communication for the considerable amount of research activities that are now being carried out in this field. The journal provides a forum for transportation researchers, psychologists, ergonomists, engineers and policy-makers with an interest in traffic and transport psychology.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
- ISSN: 0305-7488
Journal of Historical Geography
As the benchmark sub-disciplinary quarterly, the Journal of Historical Geography publishes articles on all aspects of historical geography and cognate fields in the social sciences, arts, and humanities. As well as hosting original research papers and special issues of interest to a wide international and interdisciplinary readership, the journal encourages agenda-setting interventions into methodological and conceptual debates and new challenges facing researchers in the field. Each issue includes a substantial review section (of books, exhibitions, databases, and others), and there is a regular feature on 'Historical Geography at Large' devoted to engaged research, and its impact, beyond the academy. The journal is especially keen to expand its scholarship into those regions and academic communities beyond anglophone Europe and North America which have traditionally been underrepresented in the journal. We offer extra editorial support to students, early career researchers, underrepresented researchers, and those for whom English is not their first language.Questions commonly addressed in the journal include:How to describe, represent, and reconstruct past geographies (spaces, places, landscapes, environments, mobilities and networks)?How is the presentness of the past produced through landscapes, texts, memories and archives? How can we recognise diverse spatial and temporal imaginaries (for instance, ancestral, spiritual, religious, or environmental)? What has been the reach and influence of different models and institutional hubs of historical geography? How can the theories and methods used to study historical geography be applied to geography's disciplinary histories?
- ISSN: 2210-6561
Learning, Culture and Social Interaction
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.
- ISSN: 0190-7409
Children and Youth Services Review
An International Multidisciplinary Review of the Welfare of Young People. See also Elsevier Educational Research Programme home.Children and Youth Services Review is an international, multidisciplinary journal that focuses on disadvantaged or otherwise vulnerable children, young people, families and the systems designed to support them. The journal provides a forum for rigorous scholarship relevant to policies, interventions, programs and services intended to improve well-being. We invite original scholarly works including empirical research, methodological developments, theoretical perspectives, and practice and policy assessments related to services that address individual and societal factors that negatively affect the welfare of children, youth, and young adults ages 0 to 25 and their families. Submissions that acknowledge and engage with issues of racial equity and social justice in research design, intervention design, service delivery and outcomes are strongly encouraged.A host of substantive domains relevant to the welfare of youth, young adults, and their families will be considered. These domains include but are not limited to all forms of child maltreatment, exposure to violence, protective care, youth justice, poverty alleviation, educational disadvantage, community environments, peer relationships, distressed family dynamics and social-emotional wellbeing. We welcome submissions from disciplines such as social work, education, law, medicine, psychology, public health, public policy, sociology, and allied disciplines.
- ISSN: 1569-4909
Advances in Life Course Research
Advances in Life Course Research publishes articles dealing with various aspects of the human life course. Seeing life course research as an essentially interdisciplinary field of study, it invites and welcomes contributions from anthropology, biosocial science, demography, epidemiology and statistics, gerontology, economics, management and organisation science, policy studies, psychology, research methodology and sociology. Original empirical analyses, theoretical contributions, methodological studies and reviews accessible to a broad set of readers are welcome. Articles might focus on specific events as well as on whole segments of the life course, including determinants and consequences, social relationships and policy implications, without restrictions over time and space.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
- ISSN: 0346-251X
System
An International Journal of Educational Technology and Applied LinguisticsThis international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English, Chinese, Arabic, etc.) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.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 and the Article Sharing page for more information about preprints. If you require any further information or help, please visit our Support Center
- ISSN: 0022-4405
Journal of School Psychology
The Journal of the Society for the Study of School Psychology (SSSP)The Journal of School Psychology (JSP) publishes original empirical articles and critical reviews of the literature on research and practices relevant to school settings across the full range of methodologies that address culture, context, and quality standards (e.g., race, ethnicity, and culture; qualitative, quantitative). JSP presents research that advances the science and practice of school psychology on intervention mechanisms and approaches; prevention and implementation; schooling effects on the development of social, cognitive, mental health, academic, and achievement outcomes; assessment; consultation; and social justice as a process and outcome. JSP emphasizes strengths-based perspectives of populations, multiple and interconnected ecologies (e.g., home, school, community) within which children learn and develop, research that actively and authentically involves school professionals, families, and community members; integration of critical theories; and author positionality in research. JSP focuses on writing that is inclusive and empowering, equity-centered, and anti-racist. Research conducted within and across countries throughout the world is welcome.The Editorial office of JSP may be contacted at: Andy Garbacz, University of Wisconsin-Madison, Department of Educational Psychology, Madison, Wisconsin, United States of American, 53706. Email: [email protected]...
- ISSN: 2212-0122
Economics of Transportation
The official journal of the International Transportation Economics AssociationEconomics of Transportation publishes scholarly papers that make important contributions to transportation economics. The journal also publishes papers that research the interaction between transportation and other economic activities; papers that seek to promote cross fertilization with other fields of economics including labor, trade, urban economics, and industrial organization; and substantive papers on timely policy issues relating to transportation. The journal welcomes both theoretical and applied papers. Papers are welcome regardless of the originating discipline provided they contribute to the goals of the journal. Economics of Transportation aims to uphold the highest standards of scientific originality and quality.
- ISSN: 1041-6080
Learning and Individual Differences
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.Please ensure your submission meets the requirements outlined in the journal checklist, which is available to download here.
- ISSN: 0361-476X
Contemporary Educational Psychology
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,Measuremen... 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.