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The Communication Review seeks a synthesis of concerns traditional to the fields of communication and media studies. The journal's heuristic division of the field into three analytical perspectives provides a natural structure for creating new knowledge across conventional disciplinary boundaries:Communication and Culture, probing the questions of producing meaning and interpretation by way of analyzing culture through the visual and dramatic arts, literature, sociology, anthropology, and in the interdisciplinary tradition of cultural studies.Communication as a Social Force, focusing on the historical development and contemporary transformation of media and communication, telecommunications, and information systems, emphasizing their political-economic, technological, and institutional dynamics.Communication and Mind, examining the individual socially constituted through language and other media in their cultural, social, and economic contexts.The editors view these as different theoretical perspectives on the study of communication processes. They particularly encourage historical work, feminist work, and visual work, and invite submissions from those employing critical theoretical and empirical approaches to a range of topics under the general rubric of communication and media studies research.The Communication Review also functions as a review of current work in the field. Towards this end, the editors are always open to proposals for special issues that interrogate and examine current controversies in the field. We also welcome non-traditionally constructed articles which critically examine and review current sub-fields of and controversies within communication and media studies; we offer an expedited review process for timely statements. In addition, we welcome book reviews and extended review essays.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Communication Studies is committed to publishing high-quality original scholarship focused centrally on human communication processes. Articles published in Communication Studies should represent the diversity of scholarship that comprises the study of human communication, regardless of philosophical, theoretical, or methodological underpinnings. Published essays and reports of studies should make important and noteworthy contributions to the advancement of human communication scholarship. Communication Studies supports research and writing free of sexism and other biases.

Individuals who have Regular or Exchange member subscriptions to the journals of the Eastern Communication Association, Central States Communication Association, Western States Communication Association, and the Southern States Communication Association may register for online access to the access to the journals  here

Peer Review Policy:

All research articles in this journal have undergone rigorous peer review, based on initial editor screening and blind refereeing by two anonymous referees.

Publication Office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

The only two-year college journal that is international in scope and purpose, Community College Journal of Research and Practice is published twelve times per volume year. The journal is a multidisciplinary forum for researchers and practitioners in higher education and the behavioral and social sciences. It promotes an increased awareness of community college issues by providing an exchange of ideas, research, and empirically tested educational innovations.Peer Review Policy:All review papers in this journal have undergone editorial screening and peer review.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Click here to view a list of the latest free articles available from Community Development.Community Development: Journal of the Community Development Society is devoted to improving knowledge and practice in the field of purposive community change. The mission of the journal is to disseminate information on theory, research and practice. The journal welcomes manuscripts that report research; evaluate theory, techniques, and methods; examine community problems; or critically analyze the profession itself.Disclaimer The Community Development Society and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the Society and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society or Taylor & Francis.

Community, work and family are interconnected and central to everybody's life. The links between community, work and family have generated widespread interdisciplinary interest, which this journal draws together with a focus on theory, research, policy and practice. The Journal provides a forum for social scientists and practitioners to share experiences and ideas and debate current issues and controversies.The aims of Community, Work & Family are:to publish theoretical, research-based, policy and practical contributions in the growing area of community, work and family and their interfaceto provide an international forum for debate in the field and reflect the range of approaches to community, work and family in different contexts, by encouraging contributions from academics and practitioners from around the worldto foster the development of theory, research, policy and practiceto highlight the experiences of those members of communities, organisations and families whose voices are seldom heardto encourage critical examination of existing frameworks and practices to promote research which employs methods with the potential to lead to social action The Distinctive Nature of the JournalRecognises the contested nature of community, work and familyHighlights the perspectives of multiple stakeholders in communities, work organisations and familiesExplores dimensions of social and organisational changeIncludes voices which are often not heard and are 8216;hidden'Emphases research and practiceTargets academics and professionals and is interdisciplinary within the social sciencesReports research using diverse methods and with implications for policy and practiceEncourages new ways of thinking about diversity and equalityPromotes international debate and collaborationLegitimises reflexivity in research in practice Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees DisclaimerTaylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Listen to an interview with Michele Schweisfurth, Editor, of Comparative Education Comparative Education is an international peer-reviewed research journal which, since its inception in 1964, has contributed to the growing importance of comparative perspectives in the analysis of educational issues in national, international, and global contexts. The journal engages with theoretical, conceptual and methodological debates in the whole field of comparative education. It publishes rigorous analyses of educational phenomena, policies and developments that are of theoretical and practical importance and of relevance to scholars, policy-makers and practitioners alike. We are particularly interested in in-depth studies investigating the interplay of international and domestic forces in the shaping of educational ideologies, educational systems, and patterns of teaching and learning. Submissions are welcomed from scholars engaged in high quality comparative research in all fields and from all paradigmatic perspectives in the social and human sciences. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Comparative Legal History is an international and comparative review of law and history.

Articles will explore both 'internal' legal history (doctrinal and disciplinary developments in the law) and 'external' legal history (legal ideas and institutions in wider contexts). Rooted in the complexity of the various Western legal traditions worldwide, the journal will also investigate other laws and customs from around the globe. Comparisons may be either temporal or geographical and both legal and other law-like normative traditions will be considered. Scholarship on comparative and trans-national historiography, including trans-disciplinary approaches, is particularly welcome.

The collapse of the Soviet Union and the rise of new, potentially hostile regional powers have totally transformed the strategic landscape, forcing a rethinking of the basic assumptions behind Western foreign and defense policy. Drawing on historical perspectives and insights from leading international analysts, Comparative Strategy provides a contextual framework for considering the critical security issues of today and tomorrow.Regular features of the journal include:timely commentary by leading U.S. and foreign policymakerscomprehensive coverage of Russian and German perspectives on international security issues special issues on key topics such as "Ballistic Missile Defense: New Requirements for a New Century," "Nuclear Weapons in South Asia," The Future of Russia," and "Intelligence Reform" texts of the latest U.S. government, foreign, and NATO documentation on major defense issues, particularly with regard to proliferation and counter-proliferation policies.Peer Review Policy:All review papers in this journal have undergone editorial screening and peer review.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Comparative and international studies in education enjoy new popularity. They illuminate the effects of globalisation and post-structural thinking on learning for professional and personal lives. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and management.The editors welcome papers which reflect on practice from early childhood to the end of adult life, review processes of comparative and international enquiry and report on empirical studies. All papers should include a comparative dimension. Case studies of under-researched aspects of the field and countries about which little is known are of particular interest.All articles are reviewed to ensure their international relevance, a high quality of research and non-discriminatory language.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the British Association for International and Comparative Education makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the British Association for International and Comparative Education and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the British Association for International and Comparative Education.

Comprehensive Results in Social Psychology is devoted to publishing social psychological research using the registered report format where a plan for the research is submitted for initial review. The journal aims to foster empirical debate, testing of theories, scientific discovery, and replications, all under the auspices of open scientific communication and exchange.

If the plan for research is accepted as being methodologically sound and theoretically important, authors are guaranteed publication of the manuscript irrespective of the outcome of data analysis. In this way, the journal offers the opportunity to publish crucial research questions and ideas to be reviewed before the data are obtained and to be published independent of the outcome of the research. Thereby the journal aims to improve the science of psychology. Results of registered reports are published in full and can be complemented by exploratory results.

Suitable topics cover the whole range of contemporary social psychology from any theoretical approach, and can be either fundamental or applied. We also welcome submissions from adjacent disciplines that draw on social psychological methods and theorizing.

The journal especially welcomes cooperative submissions (e.g., when different theoretical approaches make opposing predictions), research in which reliable and well-specified conditions are set to allow for discovery, and submissions bridging cultural contexts.

• Read the launch editorial by the Editors-in-Chief of CRSP: How can preregistration contribute to research in our field?
  
• The Editors-in-Chief and Board have now begun reviewing stage 1 submissions. Please thoroughly read the  Guidelines for Authors  (pdf) for how to prepare your submission. See the general Call for Submissions .
  
• Register at https://www.surveymonkey.com/s/ComprehensiveResults to receive updates on this new journal.
  
• Read the press release on the launch of CRSP: http://newsroom.taylorandfrancisgroup.com/news/press-release/comprehensive-results-social-psychology

Access to selected top articles from Educational Media & Technology JournalsComputer Assisted Language Learning (CALL) is an intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching and testing. It provides a forum to discuss the discoveries in the field and to exchange experience and information about existing techniques. The scope of the journal is intentionally wide-ranging and embraces a multitude of disciplines.Submitted articles may focus on CALL and: Research Methodologies Language Learning and Teaching Methods Language Testing Systems and Models The Four Skills SLA HCI Language Courseware Design Language Courseware Development Curriculum Integration Evaluation Teacher Training Intelligent Tutoring New Technologies The Sociocultural Context Learning Management SystemsPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications:Taylor and Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor and Francis and its agents and licensors make no representations or warranties whatsoever of the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor and Francis.

Access to selected top articles from Educational Media & Technology JournalsComputer Science Education aims to publish high-quality papers with a specific focus on teaching and learning within the computing discipline that are accessible and of interest to educators, researchers, and practitioners alike.Depending on their special interests, those working in the field may draw on subject areas as diverse as statistics, educational theory and the cognitive sciences in addition to technical computing knowledge.Papers may present work at different scales, from classroom-based empirical studies through evaluative comparisons of pedagogic approaches across institutions or countries and of different types from the practical to the theoretical.The journal is not dedicated to any single research orientation. Studies based on qualitative data, such as case studies, historical analysis and theoretical, analytical or philosophical material, are equally highly regarded as studies based on quantitative data and experimental methods.It is expected that all papers should inform the reader of the methods and goals of the research; present and contextualise results, and draw clear conclusions.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor and Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor and Francis and its agents and licensors make no representations or warranties whatsoever of the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor and Francis.

Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the 8220;how we did it8221; magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications, and discuss the theoretical and philosophical basis for the application. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Conflict, Security and Development provides an analytical and empirically informed treatment of the linkages between issues of security and development in contemporary international relations. It places emphasis on the need to examine issues of security and development in their mutual interaction rather than as separate areas of academic enquiry and policy-making. Conflict, Security and Development bridges traditional development and security studies through its focus on cross-cutting policy agendas, and also establishes connections with related disciplines, including anthropology, political economy and regional studies. The journal fills this analytical gap with fresh, objective and intellectually provocative research and also offers a forum for the cross-fertilisation of ideas and for reasoned and rigorous debate between the academic and policy communities in the North and South. Disclaimer Conflict, Security and Development and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the Society and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society or Taylor & Francis.

Congress & the Presidency is an interdisciplinary journal of political science and history that features articles on Congress, the President, the interaction between the two institutions, and national policy-making. Created by the United States Capitol Historical Society, the journal has been published by the Center for Congressional and Presidential Studies for over 25 years. The journal is a leading forum for important research on these two branches of government. Congress & the Presidency features peer-reviewed research articles from all methodological perspectives and is noted for its openness to both quantitative and qualitative approaches. The journal encourages research examining both contemporary and historical aspects of the legislative and executive branches of national government. Congress & the Presidency features reviews of important recent books in the field of congressional and presidential studies; these reviews are often authored by prominent scholars from the discipline. The journal periodically produces special issues that provide analysis of fundamental and timely issues on congressional and presidential topics.