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The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology.

Co-sponsored by the American Statistical Association, the Journal of Educational and Behavioral Statistics (JEBS) publishes articles that develop original statistical methods useful for the applied statistician working in educational or behavioral research. Typical articles present new methods of analysis. In addition, critical reviews of current practice, tutorial presentations of less well-known methods, and novel applications of already known methods are published.

Journal of Emotional and Behavioral Disorders (EBX) offers interdisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Each issue explores critical and diverse topics such as youth violence, functional assessment, school-wide discipline, mental health services, positive behavior supports, and educational strategies.

JELS: Where scholarship and practice meet The Journal of Empirical Legal Studies (JELS) is a peer-edited, peer-refereed, interdisciplinary journal that publishes high-quality, emirically-oriented articles of interest to scholars in a diverse range of law and law-related fields, including civil justice, corporate law, criminal justice, domestic relations, economics, finance, health care, political science, psychology, public policy, securities regulation, and sociology. Both experimental and nonexperimental data analysis are welcome, as are law-related empirical studies from around the world. Launched in 2004, JELS is devoted to the dissemination of empirical studies of the legal system. The Journal's editors and editorial advisory boards comprise renowned international scholars from diverse disciplines, including law, statistics, economics, psychology, industrial relations, and dispute resolution. Recognizing that many legal and policy debates hinge on assumptions about the operation of the legal system, the Journal seeks to encourage and promote the careful, dispassionate testing of these assumptions. The editorial policy of the Journal is open to empirical work from any disciplinary or ideological approach to the study of law. Empirical analysis of the legal system has a long, if spotty, tradition in the academy. Many legal realists of the 1930s made their mark with empirical studies. A growing number of contemporary scholars recognize the value of empirical analysis in understanding the legal system and its role in society. JELS provides an outlet for publication of high quality empirical work, supporting and encouraging this growing field of study. There is currently a gap in the legal and social science literature that has often left scholars, lawyers, and policymakers without basic knowledge of legal systems or with false or distorted impressions. Even simple descriptive data about the functioning of courts and the legal systems are often lacking. Reform and intellectual debate have previously proceeded in an empirical vacuum. Courts and lawyers often do not know what to make of empirical findings in part because they so rarely encounter them. JELS fills this gap. The time is ripe for empirical studies of the legal system. With the explosion in information technology, data sources on the legal system are improving in quality and accessibility. Compared with just a few years ago, researchers today can easily access original data sets. For example, using internet browsers and the archive at the Inter-university Consortium for Political and Social Research, academic researchers can obtain data ranging from the RAND studies of jury verdicts in California and Chicago, to the Wisconsin Civil Litigation Research Project's data, to the Federal Judicial Center's archives of all federal court cases. A major goal of JELS is to make these and other worldwide data sets more widely known and used. JELS papers should clearly document their data sources and methodology so that all researchers can access, replicate, and criticize the analysis and results. JELS has an International Advisory Board that includes empirical scholars from around the world, including Japan, continental Europe, Scandinavia, England, and Australia. Journals edited in the United States sometimes exhibit a form of provincialism in assessing empirical work based in foreign countries. If there are no direct and obvious implications for the United States, the data are sometimes treated as being of insufficient interest to warrant publication. JELS will have a self-consciously international perspective. An article that provides useful insights into the experience of a country will be judged by the article's potential appeal to a worldwide audience and not solely to a U.S. readership. By the time the first issue of JELS was published in January of 2004, controversial, topical, and thought-provoking articles from the first volume had already been discussed and debated in The New York Times, The Economist, the Financial Times (London), the Wall Street Journal, and the International Herald Tribune.

The Journal of Empirical Research on Human Research Ethics is a new journal that publishes empirical research and reviews of empirical literature on human research ethics. Empirical knowledge translates ethical principles into procedures appropriate to specific cultures, contexts, and research topics. By presenting such work, JERHRE aims to improve ethical problem solving in human research and provide an ongoing basis for the establishment of best practice guidelines. In addition, JERHRE seeks to create collaboration among institutions and researchers concerned about the responsible conduct of research by disseminating knowledge and information to foster the intelligent application of ethical principles in research contexts worldwide. The goals the journal promotes are respect and protection of human subjects and methodology to produce valid and ethical research.

The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself. A wide range of linguistic, applied linguistic and educational topics may be treated from the perspective of English for academic purposes; these include: classroom language, teaching methodology, teacher education, assessment of language, needs analysis; materials development and evaluation, discourse analysis, acquisition studies in EAP contexts, research writing and speaking at all academic levels, the sociopolitics of English in academic uses and language planning.Also of interest are review essays and reviews of research on topics important to EAP researchers. No worthy topic relevant to EAP is beyond the scope of the journal. The journal also carries reviews of scholarly books on topics of general interest to the profession.Membership Benefits:Members of the British Association of Lecturers in English for Academic Purposes (BALEAP) receive copies of the Journal of English for Academic Purposes for free as a member benefit.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 pages: http://support.elsevier.com

Based on recent research in the sciences, social sciences, and humanities, The Journal of Environmental Education details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly. Not only for teachers, JEE is for those who administer and fund environmental education programs for schools, parks, camps, recreation centers, and businesses.The Journal of Environmental Education invites submissions of unpublished articles about research; program evaluations; review articles; critical essays/analyses and commentaries. JEE seeks to publish material that advances the instruction, theory, methods, and practice of environmental education (EE) and communication. It publishes articles dealing with EE at all levels, from primary to college and community education. Subject areas include the sciences, social sciences, and humanities. Peer Review Policy: All articles in this journal have undergone rigorous, double-blind peer review based on initial editor screening and manuscript reviews by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

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.

Now recognized as the only publication devoted specifically to fluency, the Journal of Fluency Disorders provides comprehensive coverage of clinical, experimental, and theoretical aspects of stuttering, including the latest remediation techniques. As the official journal of the International Fluency Association, the journal features full-length research and clinical reports; methodological, theoretical and philosophical articles; reviews; short communications and much more – all readily accessible and tailored to the needs of the professional.ASHA Continuing Education Credits:The program objectives of the Journal of Fluency Disorders (JFD) include: (1) providing a forum for the acquisition of new knowledge; (2) providing up-to-date professional information; (3) and focusing ideas for improving delivery of clinical services. JFD is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for CEUs (intermediate level, professional area). The number of CEUs for each issue varies as a function of the size of the issue. ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.More InformationMembership BenefitsMembers of the International Fluency Association receive paper copies and online access to the Journal of Fluency Disorders for free as a member benefit.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 pages: http://support.elsevier.com

Journal of Further and Higher Education is an international, peer-reviewed journal which publishes articles and book reviews representing the whole field of post-16 education and training. Topic areas include management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. The journal encourages debate on contemporary pedagogic issues and professional concerns within the UK and abroad. The journal is committed to promoting excellence in these fields by providing a forum for the debate and evaluation of a wide range of pedagogic issues and professional concerns.The majority of articles will take as their focus: Management and administration, particularly cultural and structural development within the system. Curriculum development and its relationship with institutional and staff development. Teaching and learning approaches, strategies and processes. These articles may variously: raise and debate contemporary issues report on new research relate new research to theory elucidate/disseminate relevant theory relate theory to practice offer informed comment on contextual and professional matters (not necessarily research findings) describe cases and their implications for a wider filed present a biographical portrait of seminal figure discuss a historical movement in terms of its relevance to present and future situations. Journal of Further and Higher Education is committed to publishing quality refereed articles representing the whole field of post-16 education and training providing a forum for discussion on areas of management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes presenting research in an accessible, succinct style with contributions by staff across the spectrum of further and higher education International PerspectiveThe Journal of Further and Higher Education has carried articles on aspects of many different education systems across the world. There is an increasing need to address issues associated with education on an international and comparative basis. Over the coming years, Journal of Further and Higher Education will be encouraging submission of further articles exploring the distinctive features of education and policy in different countries.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 University and College Union makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and University and College Union 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 University and College Union.

The Journal of Geography in Higher Education (JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas. All submitted articles are peer reviewed. Peer Review Statement All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two referees and an editorial board panel. Disclaimer 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.