Journal Finder

The Journal of Multilingual and Multicultural Development is concerned with macro-level coverage of topics in the sociology and social psychology of language, in language and cultural politics, policy, planning and practice, and in all the many ramifications of these broad themes 8211; ethnicity and nationalism, multicultural and pluralist accommodations in heterogeneous societies, issues surrounding collective identity and its 8216;markers', the dynamics of minority groups, educational provisions for language and culture, endangered languages, language and group rights, and so on. Contributions that allow generalisation across settings are particularly welcome, as are those that embed the discussion in social and historical context. The Journal of Multilingual and Multicultural Development has been 8211; and will continue to be 8211; a cross-disciplinary journal for researchers from many scholarly and geographical backgrounds. View article highlights from the JMMD archive as selected by Editor John Edwards. Disclaimer 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.

Journal of Music Teacher Education a peer-reviewed online-only professional development journal published twice a year, offers philosophical, historical, descriptive, or methodological articles related to music teacher education. Some issues offer media reviews and "Perspectives," essays that discuss opinions and viewpoints.

The Journal of Nursing Education provides a forum for peer-reviewed original articles and new ideas for nurse educators in various types and levels of nursing programs and enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education. The Journal also provides features including educational innovations, research briefs, and syllabus selections. Subscribers can also benefit from online advanced release of articles before they appear in print.

Aims & ScopesThe Journal of Nutrition Education and Behavior (JNEB), the official journal of the Society for Nutrition Education and Behavior , is a refereed, scientific periodical that serves as a resource for all professionals with an interest in nutrition education and dietary/physical activity behaviors. The purpose of JNEB is to document and disseminate original research, emerging issues and practices relevant to nutrition education and behavior worldwide.The Journal of Nutrition Education and Behavior welcomes evidence-based manuscripts that provide new insights and useful findings related to nutrition education research, practice and policy. The content areas of JNEB reflect the diverse interests of health, nutrition, education, Cooperative Extension and other professionals working in areas related to nutrition education and behavior. As the Society's official journal, JNEB also includes occasional policy statements, issue perspectives, and member communications.Guidelines for Authors are available at www.jneb.org/authorinfo

With more than one quarter of all occupational therapists currently working in educational settings, the absence of a comprehensive resource on research and issues related to school-practice has been a problem for practitioners who don't have ready access to university libraries. The Journal of Occupational Therapy, Schools & Early Intervention provides a much-needed single source for articles that examine innovative practice methods, strategies for effective decision-making, and the latest evidence-based research findings consistent with current professional policies and guidelines. This unique, peer-reviewed journal focuses on early intervention and schools but also includes other settings (home, clinics, juvenile justice system) to help promote the seamless transition of effective services for children and adolescents.The Journal of Occupational Therapy, Schools & Early Intervention translates policy into practice with research findings, opinion pieces, and 8220;how-to8221; articles that examine topic areas including early intervention, preschool, elementary, and secondary, as well as general areas including administration, theory, continuing competency, and advocacy. In addition, the journal presents regular features on documentation tips, grants and funding, adaptive equipment, therapy activities, administration and work design, and Internet resources, reviews therapy 8220;tools8221; (books, software, etc.), and keeps you posted on disability updates, as well as policy changes and changes in legislation.The Journal of Occupational Therapy, Schools & Early Intervention also devotes entire issues to vital topics that require more in-depth examination, including:assistive technology in early intervention and schoolsevidence-based practiceplay and leisurecommunities of practice and collaborationdecision-makingtransitionand more! The Journal of Occupational Therapy, Schools & Early Intervention is an essential resource for OTs working in early intervention and schools, an invaluable training tool for OT educators and administrators, and a helpful guide for anyone involved in the service design and implementation of programs for children and adolescents with disabilities. 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 reviewers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

This vital and timely journal is a most welcome addition to international scholarship and research. It will be of inestimable value to educators and activists alike. Professor David Hicks, School of Education, Bath Spa UniversityJournal of Peace Education publishes articles which promote discussions on theories, research and practices in peace education in varied educational and cultural settings.Journal of Peace Education is transdisciplinary, multidisciplinary, and intercultural. It aims to link theory and research to educational practice and is committed to furthering original research on peace education, theory, curriculum and pedagogy.Journal of Peace Education understands peace education as education for the achievement of non-violent, ecologically sustainable, just and participatory societies. Sponsored by the Peace Education Commission of the International Peace Research Association, Journal of Peace Education addresses a wide range of interests among scholars, researchers, activists, educators, policy-makers, and practitioners in peace education. The editors welcome well-written articles that advance knowledge and assist the development of practice in peace education, as well as review essays and proposals for thematically based issues. The Journal invites manuscripts on a broad range of topics as these relate to the goals of the Journal of Peace Education from areas such as education for/about: conflict resolution /transformation global issues disarmament environmental care ecological sustainability indigenous peoples gender equality anti-discrimination/racism educational social movements civic responsibility human rights cultural diversity intercultural understanding social futures global citizenship service learning teacher professional development leadership & policymaking P-20 & adult life-long learning social justice mediation/reconciliation non-violence multicultural/intercultural understanding 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.Join the Peace Education Commission (membership includes a subscription to the journal).

Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.

The Editors of the Journal of Political Science Education , the journal of the Undergraduate Education Section of the American Political Science Association, invite submissions that focus on teaching and learning issues in political science in higher education. Submissions will be open to all and will be evaluated on the basis of the quality of their content. The journal invites submissions that span a broad scope of issues in political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, and curriculum development. In keeping with the current trend in higher education to apply the methodological and research techniques developed in substantive fields to the scholarship of teaching and learning, the journal especially invites articles that provide systematic tests and empirical evidence to demonstrate that the pedagogical innovations or innovative teaching techniques described in the article actually work. The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development. In particular, the journal's editors welcome studies that reflect the scholarship of teaching and learning, or works that would be informative and/or of practical use to the readers of the Journal of Political Science Education , and address topics in an empirical way, making use of the techniques that political scientists use in their own substantive research.Each issue includes: Articles illustrating the latest innovations in teaching techniques and learning at both the undergraduate and graduate levels Articles describing and evaluating curricular reform in political science Essays on the state of the discipline and discussion of issues and challenges facing political science as a discipline (e.g. student recruitment, retention, assessment) Timely and useful reviews of textbooks in all subfields of Political Science, to help instructors select works most appropriate for their classes Reviews of existing teaching technologies, web based materials, and course software that will help instructors and students make the most out of such technologies.

Journal of Positive Behavior Interventions (PBI) offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.

Journal of Professional Capital and Community is an international, professionally refereed, scholarly journal, reflecting the most important ideas and evidence of the nature and impact of interactions and relationships in the education profession, especially in the school sector. For the first time, in one single place of scholarly research and inquiry, this journal brings together the most influential leading thinkers and emerging scholars on professional cultures, communities and collegiality and how they all contribute to or impede the development of the professional capital in schools and school systems that enhances students’ learning, wellbeing, achievement and engagement.

The Journal of Psychoeducational Assessment (JPA) provides psychologists with current information about psychological and educational assessment practices and instrumentation. JPA is known internationally for the quality of its assessment-related research, theory and position papers, practice applications, and book and test reviews. JPA's topics include "best practices" in assessment, cross-cultural assessment, differential diagnoses, and psychometric properties of instruments, plus much more.