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Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions. This includes courses at basic and post-basic levels, as well as the increasingly important area of continuing education.Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.Read More: http://informahealthcare.com/page/mte/Description.

A forum for international exchange of research data, theories, reports and opinions on bioethics, and the philosophy of medicine and health care Covers history, ethics, anthropology, epistemology, logic, metaphysics and more, as related to health Official journal of the European Society for Philosophy of Medicine and Health Care Medicine, Health Care and Philosophy: A European Journal is the official journal of the European Society for Philosophy of Medicine and Health Care. It provides a forum for international exchange of research data, theories, reports and opinions on bioethics, and the philosophy of medicine and health care in general. The journal promotes interdisciplinary studies, and stimulates international exchange. Particular attention is paid to developing contributions from all European countries, and to making accessible scientific work and reports on the practice of health care ethics, from all nations, cultures and language areas in Europe.The journal covers history, ethics, anthropology, epis

International Award- Mentoring & Tutoring: Partnership in Learning: Best Article AwardMentoring & Tutoring: Partnership in Learning is now listed in The Cabell' Directory of Publishing Opportunities in Educational Curriculum and Methods (Cabell Publishing, Beaumont, Texas)."As more and more individuals and organizations turn to mentoring as a way of encouraging learning and development, complex questions about the theory and practice of mentoring become visible. Traditional conceptions of mentoring as expert/novice relationships are now open to critical inquiry. Mentoring and Tutoring: Partnership in Learning is the most up-to-date source of quality research for those interested in contemporary forms of mentoring." D. Jean Clandinin, Professor and Director, Centre for Research for Teacher Education and Development, University of Alberta, CanadaMentoring & Tutoring: Partnership in Learning is an international refereed journal that has quickly become the major resource to exchange information on mentoring and tutoring. The journal seeks to publish papers on all aspects of mentoring, tutoring and partnership in education, other academic disciplines and the professions. The journal is also playing an important role in burgeoning 'distance learning' programmes.The purpose of the journal is to help advance knowledge and understanding of mentoring, tutoring and/or partnership in learning through a focus on high-quality research papers and development activities. The journal welcomes contributions from the widening field of mentoring and tutoring including papers of a philosophical, socio-political, or creative nature. Comparative aspects of mentoring, tutoring and partnership are of special interest as these techniques are increasingly used worldwide. The criteria for acceptance of papers are that they are analytical/ empirical or critical, contribute to scholarship in the field, and are accessible to an international audience. Authors should also closely consider possible relevance to learning situations in other educational systems and cultures.Reviews:The "Reviews" section is a forum in which contributors discuss topical mentoring and tutoring issues. Contributions should be no more than 2,000 words and double-spaced, and should to be sent to:Dr Linda SearbyAssistant Professor, Educational LeadershipThe University of Alabama at BirminghamEducation Building Room 232J 1530 3rd Ave. S.Birmingham, AL 35294-1250USAlsearby@uab.edu M&T Best Article Award:Recognition will be given annually to the best article published in the journal. No application process is involved. Award decisions will be made by the M&T Best Article awards committee. For article submission guidelines, or more detailed information, please visit www.informaworld.com/mandtPeer Review Policy:All research articles in the Mentoring & Tutoring 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.

This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental theories; research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.

The journal 'Metacognition and Learning' addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Moreover, both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.

Mind, Brain, and Education (MBE) publishes peer-reviewed articles concerned with brain and behavioral issues relevant to the broad field of education. Edited by an editorial board internationally recognized scholars and practitioners from the variety of disciplines represented in the field of mind, brain and education. MBE provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education.

Mind, Culture, and Activity (MCA) is an interdisciplinary, international journal devoted to the study of the human mind in its cultural and historical contexts. Articles appearing in MCA draw upon research and theory in a variety of disciplines, including anthropology, cognitive science, education, linguistics, psychology, and sociology. Particular emphasis is placed upon research that seeks to resolve methodological problems associated with the analysis of human action in everyday activities and theoretical approaches that place culture and activity at the center of attempts to understand human nature.MCA is organized into four distinct sections; the relative weights of each will change somewhat from issue to issue. Section 1 features articles of general theoretical or empirical importance that go through a regular peer review process. Section 2 includes symposia that are built around a central article or book addressing important theoretical themes. Commentaries are invited from scholars from different intellectual traditions and cultural contexts. Section 3 contains informal communications or renderings in alternative genres, such as work-in-progress reports, summaries of e-mail discussions, poetry, and more. Section 4 includes book reviews and shorter book notes.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 refereesPublication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Minerva is devoted to the study of ideas, traditions, cultures, and institutions in science, higher education, and research. It is equally focused on historical as well as present practices and on local as well as global issues. Moreover, the journal does not represent one single school of thought, but rather welcomes diversity within the rules of rational discourse. The journal features peer reviewed articles and essay reviews. In addition, special issues are periodically published on themes of topical importance.

Peer Review Integrity
All manuscripts relevant to the aims and scope of MER are reviewed anonymously. All manuscripts undergo rigorous double-blind peer review by at least two, usually three, anonymous reviewers. Manuscripts submitted to MER are judged on the following criteria: use of an explicit theoretical or conceptual framework, acknowledgement of relevant literature, originality in analysis, appropriateness of methodological approach, contribution to the advancement of knowledge, use of a multicultural perspective, and clarity of expression. Because of the international scope of MER, authors are encouraged to focus on the underlying aspects of their research that make the work relevant for the larger community of educators and policymakers. The editors rely heavily on reviewers' judgments. Strong efforts are made to ensure prompt decisions about acceptance. To ensure anonymity, authors' names, institutional affiliations, and other identifying information should be placed on a separate title page only.

STAR
Taylor & Francis/Routledge are committed to the widest possible dissemination of its journals to non-profit institutions in developing countries. Our STAR initiative offers individual researchers in Africa, South Asia and many parts of South East Asia the opportunity to gain one month’s free online access to 1,300 Taylor & Francis journals. For more information, please visit the STAR website.

Music Education Research is an international refereed journal which draws its contributions from a wide community of researchers. The focus is firmly on research, and the journal provides an international forum for cross-cultural investigations and discussions relating to all areas of music education.Music Education Research welcomes articles which report on and discuss research and methodological issues from the point of view of philosophy, sociology, psychology and comparative studies. The journal is concerned with the dissemination of ideas relating to practical and theoretical developments in the field.Education is interpreted in a broad sense including teaching and learning; formal and informal contexts; musical development; musical creativity and perception; instrumental/vocal studies; technologies; special needs, community settings; socio-cultural issues; policy; curriculum design and assessment. Music Education Research encourages authors to write in a lucid and accessible style, avoiding impenetrable jargon and taking care to communicate to an international readership.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. Peer Review Policy: All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers.

NASSP Bulletin (BUL) publishes scholarly and research-based knowledge that informs practice, supports data-driven decisions, and advances the performance of middle and high school principals. It features a wide range of articles of enduring interest to educators that help promote student learning and achievement, provide insight for strategic planning and decision making in schools, and provide contemporary perspectives on educational reform and policies.

Narrative Inquiry is devoted to providing a forum for theoretical, empirical, and methodological work on narrative. Articles appearing in Narrative Inquiry draw upon a variety of approaches and methodologies in the study of narrative as a way to give contour to experience, tradition, and values to next generations. Particular emphasis is placed on theoretical approaches to narrative and the analysis of narratives in human interaction, including those practiced by researchers in psychology, linguistics and related disciplines.