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The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome. Important to the purpose of this journal is interest in research designs that are integral to the research questions posed, as well as research designs endorsed by the scientific community. Further, the Journal seeks to stimulate the exchange of research ideas by publication of small-scale studies carried out in a variety of settings (homes, centers, classrooms, hospitals, and other community environments), and whose results are reported where appropriate with the inclusion of effect size information.Views expressed herein do not necessarily reflect the positions of the Association for Childhood Education International.ACEI mission and statement of commitment: ACEI is a global community of educators and advocates who unite knowledge, experience, and perspectives in order to exchange information, explore innovation and advocate for children. ACEI acts as a knowledge broker, sharing innovative ideas and practices from a diverse community of individuals and institutions. ACEI members take action as advocates for social change and education reform to uphold the child's right to achieve his or her full human potential.Our VisionEvery child in every nation will have access to a quality education. This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world.Our MissionOur mission is to promote and support in the global community the optimal education and development of children, from birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society.Statement of Commitment To promote the inherent rights, education and well-being of all children in their home, school and community. To work for desirable conditions, programs and practices for children from infancy through early adolescence. To bring into active cooperation all individuals and groups concerned with children. To raise the standard of preparation for those actively involved with the care and development of children. To encourage continuous professional growth of educators. To focus the public's attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.

The Journal of Research in Innovative Teaching & Learning is an academic, peer-reviewed, open access journal focusing on innovations in teaching and learning that inform organizational practices and educational policies. Published by Emerald on behalf of the National University, California.

The Journal of Research in International Education is a peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that `education for international understanding` requires.

Journal of Research in Music Education is a quarterly, peer-reviewed journal comprising reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.

The Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal principally devoted to reports of original, empirical or theoretical studies in reading and related fields, and to informed reviews of relevant literature. The Journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. The Journal encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology. The Journal also includes brief research notes, notices of conferences (including calls for papers), and reviews of books. The Journal of Research in Reading is published for the United Kingdom Literacy Association. An institutional subscription to Journal of Research in Reading includes 3 issues of Literacy also from UKLA.

Journal of Research in Science and Teaching , the official journal of the National Association for Research in Science Teaching , publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science and Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; research briefs; and comments and criticism.

The Journal of Research on Christian Education (JRCE) provides a vehicle for the scholarly interchange of research findings relative to every level of Christian education. Particular emphasis is given to Christian schooling within the Protestant tradition as well as to research findings from other traditions which have implications for such schools. The purposes of the JRCE are (1) to stimulate inquiry among scholars of Christian education on topics of common interest, (2) to serve as a clearinghouse for the organization and diffusion of emerging research on the Christian school, and (3) to communicate research findings that inform Christian educators as well as the wider society. The JRCE is published twice per year under the auspices of the School of Education of Andrews University, a Seventh-day Adventist institution. Views expressed in the JRCE are those of individual authors and do not necessarily represent the views of the editors or the sponsoring organization. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening followed by anonymous double-blind peer review by at least two referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from a multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: 1) interventions and evaluation studies, and 2) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.

The Journal of Research on Technology in Education (JRTE) is a premiere source for high-quality peer-reviewed research that defines the state of the art, and future horizons, of learning and teaching with technology in educational environments. JRTE publishes original research, literature reviews and syntheses, and methodological reviews, policy analyses, and theoretical or conceptual positions that relate to the efficacy of instructional uses of educational technology. International in scope, the journal is published quarterly.

The Journal of Scholarly Publishing addresses the age-old problems in publishing as well as the new challenges resulting from changes in technology and funding. Some articles suggest ways to get effectively published in books and journals, while others address such topics as editorial and publishing policy, computer applications, electronic publishing, effective marketing and business management. In serving the wide-ranging interests of the international academic publishing community, Journal of Scholarly Publishing provides a balanced look at the issues and concerns - from solutions to the everyday problems to commentary on the philosophical questions at large.

The aim of the Journal of School Choice (JSC) is to energize multi-disciplinary scientific analysis and policy discussion with key insights into the nature of every major version of school choice: 1.) public school choice through residence relocation; 2.) district public school choice without relocation; 3.) chartered, non-district public schools; 4.) targeted tuition vouchers; 5.) non-refundable, personal use tuition tax credits; 6.) non-refundable, low income voucher donation tax credit; 7.) refundable tuition tax credits; 8.) 8216;pure' universal tuition vouchers; 9.) option-demand universal tuition vouchers; 10.) formal separation of school and state; 11.) informal, compromised school-state separation; and 12.) de-regulation; allow greater differences in schools. JSC will provide those insights in one of six forms: 1.) News and Views (600 to 1500 words); 2.) Commentary (5000* words); 3.) Surveys (8000* words); 4.) Methodological (8000 words); 5.) Analysis (8000* words); 6.) Book Reviews (1200 words). * recommended limit, but flexible at the editor's discretion.Organizations start new Journals to help meet an under-served scholarly arena; to provide an outlet for academic research that deserves additional attention. Certainly, school choice is seeing growing attention as a key ingredient of reform strategies, and also as an arena in which to compare political accountability to market accountability. Annotated List of School Choice Research Issues Editor Vision StatementJohn Merrifield, Editor, Professor of EconomicsJanuary, 2009I envision the Journal of School Choice as the clearinghouse of scholarly discussion and analysis of the school choice aspects of public policies. The Journal of School Choice will be interdisciplinary and international. Along with empirical analysis of school choice aspects of public policies, the Journal of School Choice will publish peer-reviewed scholarly objective commentary, advocacy, and policy critique. For this journal, that is especially important to my 'Moving Forward' motto. For many of the twelve types of school choice policies, including many that seem likely to have the largest impacts, there is no direct evidence to analyze. Where direct evidence is scarce, scholarly commentary utilizing accepted theory, core principles, and indirect evidence, is the only way to develop insights and increase understanding of likely policy outcomes. The peer reviewed objective commentary, advocacy, and critique pieces I envision are not opinion pieces per se. I view them as heavily referenced exercises in transparent deduction. Of course, scholars will differ in where theory, core principles, alleged evidence, and values lead. The Journal of School Choice will improve understanding of those differences. Scholars have opinions, and learning the basis of them is very insightful.Part of my vision is an active, diverse editorial board. They are part of the review process. So far, authors have received comments from two reviewers, me, plus from 3-7 members of the editorial board within three months of their submission.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success.

The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged.All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.The Editorial office of JSP may be contacted at Journal of School Psychology: Randy G. Floyd; University of Memphis; 202 Psychology Building; 400 Innovation Drive; Memphis, TN 38152 USA. Tel: 901.678.4846, Fax: 901.678.2579, E-mail: rgfloyd@memphis.edu.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

The Journal of School Violence offers tested information on such urgent matters as threat assessment, hostage situations, stalking behavior, and teacher safety. For longer-range strategic planning, it features articles on social policy, staff training, and international and cross-cultural studies. This peer-reviewed journal helps administrators and policymakers plan effectively to ensure school security by considering issues of administration, assessment, and funding. Drawing on the expertise of eminent researchers and educational leaders worldwide, the Journal of School Violence features information derived from a variety of academic disciplines, including psychology, sociology, criminology, theology, education, political science, and the arts. 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.

The Journal of Science Education and Technology is an international and interdisciplinary forum for both invited and contributed peer reviewed articles that advance science education at all levels. The journal publishes a broad range of papers covering theory and practice in order to facilitate future efforts of individuals and groups involved in the field.Topics fall under the categories of disciplinary (e.g., biology, chemistry, physics, mathematics, computer science, and engineering), technological (e.g., computer, video, audio, and print), or organizational (e.g., legislation, administration, implementation, and teacher enhancement). Recognizing technology’s growing role in both the understanding and development of science and in the delivery of information, the journal includes technology as a component of science education.In addition to original research articles, the journal publishes case studies and reviews of books, media, software, and other relevant products.