Journal Finder

The Internet and Higher Education, a is quarterly journal devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions, theoretical and applied, significantly addressing innovative deployments of Internet technology in instruction and reporting on research to demonstrate the effects of the Internet and information technology (IT) on instruction in various contexts in higher education. The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines. The journal provides a venue for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary contributions. Special issues are often devoted to specific topic areas with guest editors assisting in the editorial process.The scope of the journal is broad in terms of the range of issues and trends to be addressed, for example, innovations or best practices in online teaching, learning, management, and administration. Other issues may include: Internet technology design and use; instructional models in online courses; online course development and instructional design; interaction in online courses; collaborative learning; usability and evaluation of online environments and portals; online communities of practice; institutional policies, standards and assessment; accessibility standards in online instruction; internationalization and cultural aspects of online classrooms; and issues and trends in synchronous, asynchronous, and hybrid online learning.

Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.

Irish Educational Studies is an international, refereed journal. It is the official journal of the Educational Studies Association of Ireland (ESAI) and is listed in the Social Science Citation Index™. The journal is open to papers on a range of topics relevant to education, drawing on the full spectrum of disciplines that feed into educational theory and practice, including anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies. We welcome papers that draw on a range of research methodologies. The journal is especially open to papers that have a critical edge, making links between the local and global and influences on practice across all sectors of education - from early childhood education, primary and post-primary schooling, through to Higher Education. 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 Educational Studies Association of Ireland makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and the Educational Studies Association of Ireland 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 Educational Studies Association of Ireland.

For faculty, administrators, and policymakers, JGE is the professional forum for discussing issues in general education today. JGE addresses the general education concerns of community colleges, four-year colleges, universities, and state systems. Along with perceptive essays on the role of general education today, JGE features articles on innovative methods in teaching and assessment, profiles of exemplary general education programs, case studies of successful curriculum development efforts, and reviews of books and monographs related to general education.

Das 'Journal für Mathematik-Didaktik' (JMD) publiziert Originalbeiträge aus allen Bereichen mathematikdidaktischer Forschungs- und Entwicklungsarbeit. Eingereichte Texte werden in der Regel von drei anonym bleibenden Fachgutachtern bewertet, die das Herausgebergremium des JMD benennt. Das Herausgebergremium entscheidet aufgrund der Gutachten und eigener Fachkompetenz über das weitere Vorgehen (wie Ablehnung, eventuelle Änderungsauflagen und/oder den Abdruck des Textes im JMD). Für die Texte besteht Offenheit gegenüber Bezugswissenschaften (wie Pädagogik, Psychologie, Soziologie oder Philosophie) und gegenüber Nachbarwissenschaften (wie Didaktik der Physik oder Sprachdidaktik). Die Beiträge betreffen das Lernen und Lehren von Mathematik.  

JMD ist das offizielle Organ der Gesellschaft für Didaktik der Mathematik in Deutschland (GDM)., .

Celebrating 25 years of publishing excellence, JNSD is the only peer-reviewed journal written by and for staff development specialists. Original articles focus on issues that impact staff development, as well as the latest innovations in education, research and technology: educating unlicensed assisting personnel; competence assessment; developing, implementing, and evaluating program effectiveness; computer-aided instruction; and organization-wide approaches to meeting JCAHO standards. JNSD is the complete and current staff development resource. Continuing education contact hours are available in each issue. Website: www.jnsdonline.com.

Call For Editor

Ver texto en español

2014 Impact Factor of 0.317 (2014 Thomson Reuters, 2014 Journal Citation Reports)

Infancia y Aprendizaje will be of interest to development and education researchers, education professionals (counsellors, teachers) and intervention professionals (child psychologists, educational psychologists).

The Fundación Infancia y Aprendizaje (FIA) and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, FIA and our publisher Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by FIA and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. FIA and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Español

Infancia y Aprendizaje, Journal for the Study of Education and Development es una revista internacional de psicología del desarrollo y de la educación que admite enfoques tanto de investigación básica sobre los procesos de aprendizaje y desarrollo en el ser humano, como de investigación aplicada y de intervención en los ámbitos educativos, a lo largo del ciclo vital. Todos los originales enviados son sometidos a evaluación externa.

Infancia y Aprendizaje está dirigida a investigadores del desarrollo y la educación, profesionales de la educación (orientadores, educadores) y de la intervención (psicólogos infantiles, psicopedagogos).