Journals in Social sciences and humanities
Journals in Social sciences and humanities
Micron
The International Research and Review Journal for MicroscopyMicron is an interdisciplinary forum for all work that involves new applications of microscopy or where advanced microscopy plays a central role. The journal publishes research papers on the design, methods, application, practice or theory of microscopy and microanalysis, including reports on light optical, electron-beam, X-ray microtomography, ion microscopy and scanning-probe imaging.It also carries review papers, short communications, thematic issues on contemporary developments in microscopy & microanalysis, as well as tutorial papers describing microscopy techniques for current practitioners or newcomers in the field. The journal embraces original research in which microscopy has contributed significantly to knowledge in biology, life science, nanoscience and nanotechnology, materials science and engineering.Authors are encouraged to contact one of the Editors directly to discuss Review or Tutorial proposals.- ISSN: 0968-4328
International Journal of Educational Research
The International Journal of Educational Research (IJER) publishes high-quality research that advances understanding of education, learning, and development across all educational stages and diverse international contexts. The journal serves researchers, practitioners, and policy makers, providing a platform for rigorous, relevant, and impactful studies.IJER aims to:Advance Knowledge and Theory: Publish research that makes significant theoretical, empirical, or conceptual contributions to understanding educational processes and outcomes of education, learning, and development across all educational stages and contexts.Ensure International Relevance: Encourage studies whose findings, implications, or methods are applicable across multiple educational contexts worldwide.Support Methodological and Paradigmatic Diversity: Welcome research using quantitative, qualitative, mixed, or innovative approaches, and from diverse theoretical perspectives.Promote Innovation and Critical Perspectives: Highlight studies that challenge established paradigms, introduce new ideas, or offer alternative approaches to educational research.Address Contemporary and Emerging Issues: Focus on research related to current global educational challenges, including technology and AI, social-emotional learning, learner and teacher well-being, equity and inclusion, culturally responsive pedagogy, personalized learning, sustainability, and global education trends.Foster Ethical, Inclusive, and Collaborative Research: Value ethical rigor, inclusivity of diverse voices and knowledge traditions, and international collaboration, including team-based and cross-national research initiatives.Communic... Clearly and Accessibly: Encourage authors to present research in a way that is understandable and meaningful to a broad international audience of researchers, practitioners, and policy makers.Through these aims, IJER maintains its commitment to publishing high-quality, internationally significant research while embracing innovation, diversity, and the evolving challenges in education globally.What can papers be about?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;Explicitl... 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.Types of publicationThe International Journal of Educational Research publishes research papers on specific topics of interest to international audiences of educational researchers. Unsolicited proposals for guest editorships or special issues will also not be accepted.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. 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.- ISSN: 0883-0355
International Review of Economics Education
The International Review of Economics Education is an international, peer-reviewed journal dedicated to promoting innovations in economics education with potential for widespread adoption and demonstrable impact on student outcomes. We consider all areas of teaching, learning, curriculum and module design and assessment as suitable for innovation, experimentation, and evaluation. The journal welcomes contributions in the following areas:Theoretical and empirical papers with carefully studied impact on student outcomes. Student outcomes are broadly defined and may include grades (marks) and their distributions, student progression, continuation and degree outcomes, employability skills and other skills embedded in the nationally recognised descriptors of economics degree learning outcomes, as well as motivation and feedback on the work of their instructors. Student outcomes also relate to inputs, such as effort, motivation, teaching quality, and institutional resources, so studies relating those are also welcome. Student outcomes are also known to vary across students with diverse characteristics. Therefore, in an environment of a widening access and participation of students in economics education, evaluating outcomes across the distribution of student observables is also welcome. We particularly encourage comparative and international studies that generate insights from different educational systems, institutional contexts, and student populations.Teaching and curriculum innovations, including new pedagogical approaches, classroom activities, instructional resources, curriculum design, and technology-enhanced learning. For example, active learning techniques, use of media and popular culture, simulations, experiments, games, case studies, and other experiential learning approaches, tools that enhance quantitative, statistical, and data literacy, and the integration of educational technologies, including digital learning environments and artificial intelligence. The innovations we seek to publish extend existing knowledge in the field of economics education and can demonstrate scalability across the economics education profession. Scalability typically involves a pedagogical design which makes adoption appealing across many modules and institutions. While we value scalability, we also welcome carefully evaluated small-scale interventions carrying broader lessons for economics educators.To enhance critical dialogue within our field, we also welcome theoretical, conceptual, and critical contributions that advance understanding of how economics is learned, taught and assessed, including the design, implementation, validity, reliability, and evaluation of assessment and feedback practices that enhance student learning in economics. To this end, we welcome studies of challenges, institutional constraints, and unintended consequences that inform the adoption of educational innovations, so that future generations of economics educators do not experience similar challenges and are aware of the risks involved with certain innovations. Literature reviews that advance understanding of economics education research and identify priorities for future scholarship, including reviews of trends in economics education research and reviews of curriculum, pedagogy, assessment, or educational technologies.IREE welcomes qualitative, quantitative, and mixed-methods research. Regardless of methodology, submissions should make a clear contribution to the scholarship of economics education, be grounded in the relevant literature, employ methods appropriate to the research question, and discuss the implications for educational practice. The journal particularly values work that combines scholarly rigor with practical relevance, enabling educators to improve teaching, learning, and assessment in economics. It is our belief that research in economics education should be replicable. Therefore, if authors used data to deliver their results, we strongly encourage submissions with prior ethical approvals, as well as replication packages referenced in the submitted manuscripts. Please note that the journal’s scope is the enhancement of economics education in higher education. It is not an ‘education economics’ journal, nor is it an outlet for economics research into the effects of education on health or labour markets more generally.- ISSN: 1477-3880
