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Ethics and Education is a new international, peer-reviewed journal which aims to stimulate discussion and debate around the ethical dimensions of education.The journal addresses issues in both formal and informal education and upbringing, and includes within its scope relevant aspects of applied ethics, including:BioethicsMedical ethicsManagement ethicsSex educationEthics of therapy and counsellingProfessional ethicsEthics and Education welcomes all traditions and forms of ethical enquiry, from a wide range of philosophical and religious perspectives. As well as appealing to those with a direct interest in ethics and education, the journal will also be of interest to philosophers, educationalists, policy-makers.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 makes 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.

Ethnography and Education is an international, peer-reviewed journal that publishes articles illuminating educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal's priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures; uses multiple methods of generating data, and recognises the centrality of the researcher in the research process.The Journal welcomes substantive and methodological articles that seek to:explicate and challenge the effects of educational policies and practicesinterrogate and develop theories about educational structures, policies and experienceshighlight the agency of educational actorsprovide accounts of how the everyday practices of those engaged in education are instrumental in social reproductiondiscuss new developments in ethnographic methodologies 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 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.

The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe. With this as its principal focus, it should be emphasised that its definition of education embraces care and that its approach is multidisciplinary, embracing all related fields including psychology, sociology, child health and social work. Contributions from outside the European context are encouraged where there is a relevance to the EECERA's stated aims. 'Early Childhood' is defined as being from birth to eight years of age. The Editorial Board intends to publish papers which have a clear application to early childhood education and care policy and practice and this must be made explicit in the paper. It also seeks to provide a common forum for shared issues in early childhood education research, and, on occasion, to provide a forum for controversy in the discussion of such issues. Papers may take the form of reports of research in progress, discussion of conceptual and methodological issues and review articles. All papers are peer reviewed. The Journal is published three times per year. Papers are either selected from those presented as key notes at the EECERA Annual Conference or can be submitted directly to the Coordinating Editor. European Early Childhood Education Research Association Membership rates include a subscription to European Early Childhood Research Journal. To become a member please complete the membership form. For more information about the many other benefits of joining please download the EECERA leaflet 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 EECERA make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and EECERA 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 EECERA.

The European Journal of Cultural Studies is a major international, peer-reviewed journal that promotes a broad-ranging conception of cultural studies rooted in lived experience. The journal is an interdisciplinary platform for charting new questions and new research, publishing articles on topics including gendered identities, cultural citizenship, migration, post-colonial criticism, consumer cultures, media and film, and cultural policy.

The aim of the European Journal of Dental Education is to publish original, topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development, teaching methodologies, assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences, the behavioural sciences, the interface with medical education, information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes. The European Journal of Dental Education is the official journal of the Association for Dental Education in Europe. Whilst the Journal focuses on the European experience, its relevance is global and contributions are invited on a worldwide basis. One volume of four issues is published annually.

The European Journal of Education is an international, peer reviewed journal that presents high quality, recent research and policy analysis with a primary focus on Europe, placed in an international perspective. The Journal publishes the results of European research projects and explores key topics of concern to policy makers and international organisations in Europe and further afield. The Editorial Board brings together academics and policy analysts from different European countries and major international organisations. There is also a network of distinguished Editorial Correspondents who advise the Joint Editors and the Board. The European Journal of Education is now indexed by Thomson ISI and has received an impact factor since 2010. With European comparative perspective, the European Journal of Education provides brokerage between research and policy communities, covering a range of thematic areas, addressing influential stakeholders and leaders. Evidence-based public policy is a growing area that needs well-researched, appropriate evidence that refers to a set of values. The main aims of the European Journal of Education are to: • contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest. • examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective. • disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences. EJE is a thematic journal. Part I of each issue contains 5 to 8 articles around a selected theme presenting a range of perspectives and research on the topic under analysis and the key issues for future research and policy. The Guest Editors are acknowledged experts in their field. Themes are identified by the board; they come from European-funded research projects or are based on conferences and seminars. They are proposed by board members, editorial correspondents or other colleagues from all over Europe. Part II contains articles on other themes that have been submitted for publication and peer reviewed. EJE is the only European journal publishing about education matters that covers a broad spectrum in education, aiming to build bridges between research and policy and to address issues of concern to the different levels and types of education, transversal topics and ‘big issues’ for policy agendas. This includes an active and on-going discussion of EU education policy. The Journal welcomes cross-disciplinary approaches within the education sector and with other sectors. The Journal actively seeks to partner with organisations (e.g. universities, foundations, international organisations) with a view to organising seminars on topical or futures themes that make it possible to bring together an international network of people from academia, policy, government, international organisations, foundations, education providers, etc. The readership is mainly composed of academics, policy analysts, students of education sciences, teachers (HE, school, VET, adult learning), project and programme managers and action-researchers, international organisations.

European Journal of Engineering Education is published six times a year in print and electronic editions and provides an essential forum for dialogue between researchers and specialists in the field of engineering education, at European and worldwide levels.European Journal of Engineering Education is the Official Journal of SEFI, the Soci233;t233; Europ233;enne pour la Formation des Ing233;nieurs (the European Society for Engineering Education). SEFI is a non-governmental organization whose aims are to develop information about engineering education, to improve communication and exchange between professors, researchers and students and to promote cooperation between the various institutions concerned with engineering education.European Journal of Engineering Education examines the economic, cultural, and social factors which influence the education of engineers in different societies and provides a forum in which teachers and researchers in engineering schools, institutions and industry can share accounts of good practice and discuss methodology. Technological change constantly creates new demands on both engineers and the educational system that produces them. The Journal contributes to the development and improvement of engineering education necessary to meet those demands. While European Journal of Engineering Education puts a special emphasis on specific European developments in the field of engineering education, the Journal also welcomes papers presenting a worldwide perspective and with an international or intercultural dimension.In addition to regular issues, from time to time the Journal also publishes special themed issues, each with a specially appointed Guest Editor, which concentrate on a theme that is of general value to everyone involved in engineering education and has particular applications within different engineering disciplines.The structure and organization of the JournalThe Journal welcomes research papers as well as position papers and review articles that debate and explore strategic, theoretical and methodological issues, methodological approaches (assessed best practice), and substantive topics. Papers may be submitted in English but also in French or German, the three official languages of SEFI.All published research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by independent expert referees.The criteria used in the reviewing process are:8226; Importance of the subject for engineering education and its developments8226; Suitability for publication in the Journal according to its editorial policy and scope 8226; Pertinence of the paper and the ideas developed in relation to the topic8226; Originality and innovative potential8226; European and/or international or intercultural perspective8226; Quality of the scientific evidence presented8226; Quality of the literature review8226; Readability, format, style and language.

The European Journal of Higher Education (EJHE) aims to offer comprehensive coverage of theoretical and methodological approaches to the study of higher education, analyses of European and national higher education reforms and processes, and comparative studies of higher education within Europe (i.e. the European Higher Education Area) or elsewhere compared to Europe. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHE is establishing itself as one of the flagship journals in the study of higher education and specifically in study of European higher education.
In addition to original articles, EJHE publishes a Debate Section and a Book Reviews Section. The Journal invites proposals for the Debate Section, which comprises two or three brief articles taking contrary or complementary standpoints on a common - topical or controversial - issue. The contributions are expected to be based on rigorous social science research, thus applying theoretical knowledge to a recent phenomenon and or providing fresh empirical support for their claims. The Journal also invites contributions to the Book Review Section, which is featured in each volume and welcomes suggestions for recently published books to be considered for review in EJHE. Proposals are invited also for special issues, which are featured in two special issue volumes every year.

Peer Review
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.

EJIM is the first international journal devoted entirely to fostering an understanding of issues in international management theory and practice in the newly expanded European arena, including the underrepresented regions of Northern, Central and Eastern Europe, and to providing both conceptual and functional implications for further development of research, teaching practices, and managerial techniques. EJIM also solicits literature that allows for a broader interpretation of research: it welcomes papers that introduce a more European perspective through qualitative and interdisciplinary contributions.

With a world-wide readership and authors from every continent, European Journal of Physics is a truly international journal dedicated to maintaining and improving the standard of taught physics in universities and other higher education institutes.

The European Journal of Psychology of Education (E.J.P.E.) is published four times a year. Original articles on empirical research, reviews of issues and theoretical discussions on relevant issues are welcome. Its content is not confined to the expression of any specific school of thought or perspective; it is open to a wide diversity of areas of research in psychology of education. Sensitive to the diversity and complementary character of the work in different countries, especially across Europe, the E.J.P.E. serves as a tool for integration of diversities in the main fields of research and offers an opportunity for exchange and discussion.

The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.Each issue includes contributions from a variety of different countries dealing with special needs at all levels of education from primary to adult.The European Journal of Special Needs Education features:State-of-the-art reports and accounts of current practiceReviews of booksShort reports on professional developments and ongoing research A conference diaryRelated Articles:Teacher intervention for reception children predicted to experience learning difficultiesCounting strategies among young children with special educational needsContrasting discourses of learning difficulty and the development of inclusive schoolsDevelopmental progression of subtraction strategies: a comparison of mathematically normal and mathematically disabled childrenReciprocal friendship, reciprocal rejections and socioemotional adjustment 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 make 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.

The European Journal of Teacher Education (EJTE) provides an opportunity for the dissemination of educational research which investigates theory, policy and practice in teacher education at pre-service and in-service levels predominantly in the countries of Europe. Relevant articles from other countries will be considered.EJTE is the official journal of the Association for Teacher Education in Europe (ATEE). Its audience includes all those who have a professional concern with or interest in the education of teachers for all age groupsPeer Review Policy:EJTE is an international academic journal. In order to maintain the high standards appropriate to such a journal, all contributions received are submitted for blind review by two peers, additionally to review by the Editorial Board. The decision of the editor on the acceptance of articles is final and no correspondence can be entered into on reasons for rejection of a submitted contribution.Book reviews:Anyone wishing to review a book for EJTE should contact the Deputy Editor Geri Smyth g.smyth@strath.ac.uk with their details and any specific interests. You will then be contacted when relevant book(s) are available tor review . Reviews should be around 1000 words in length and should refer to the significance of the text for teacher educators and for an international audience. Anyone who has a book they wish to review or who wishes their own publication to be reviewed should also contact Geri. Please do not send books until a reviewer has been confirmed.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and ATEE make every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, Taylor & Francis and ATEE 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 ATEE.

European Physical Education Review is journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research. Bringing together contributions from a wide range of disciplines across the natural and social sciences and humanities and occasionally devotes Special Issues to major topics and themes within the field. Contributions are published from all regions of the world, promoting international communication among scholars and professionals.