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Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education. The purpose of the journal is to provide a forum for high quality educational research for a national and international readership. We intend this research to have a high impact on both policy and practice. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts, in particular school physical education, club sport, and active leisure programs. We accept for review papers on a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/ coaching and teacher/ coach education. We particularly welcome papers that consider the interactions of each of these components and their practice in specific contexts.All papers must be informed by an appropriate theoretical perspective whether they be conceptually or empirically-based. All genres of educational research will be considered. Regardless of the theoretical perspective and genre, we encourage authors to write in accessible and elegant prose. 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 Association for Physical Education makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the Association for Physical Education 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 Association for Physical Education.

In 1913, the APS took over the operation of the Physical Review, which had been founded in 1893 at Cornell University. The Physical Review was followed by Reviews of Modern Physics in 1929, and by Physical Review Letters in 1958. Over the years, Physical Review has subdivided into five separate sections A, B, C, D, E, as the fields of physics proliferated and the number of submissions grew. Two online-only journals, Special Topics — Accelerators and Beams and Special Topics — Physics Education Research were launched in 1998 and 2005, respectively. In 2008, to assist readers in identifying exceptional research, APS launched Physics, a free, online publication containing commentaries, condensed review articles, and summaries of selected papers in Physical Review Letters and the Physical Review series.The journals of the APS embody the mission of the Society "to advance and diffuse the knowledge of Physics." We strive to produce journals of the highest quality, and at the same time, to keep our journals accessible to researchers and students at institutions of all types and sizes, everywhere in the world, through ongoing efforts to reduce production costs and through policies such as tiered pricing and reduced-price or free subscriptions for developing countries.

Physics Education seeks to serve the physics teaching community and we welcome contributions from teachers. We seek to support the teaching of physics to students aged 11 up to introductory undergraduate level. We aim to provide professional development and support for teachers of physics around the world by providing:

Professional Development in Education is a fully refereed international journal that publishes original contributions on the subject of continuing professional development in its widest sense: initial preparation as it affects induction; mentoring and coaching; professional learning; management and leadership of continuing professional development; the analysis of local, regional and national policies relating to CPD; and the work of Higher Education, advisory services and training and development organisations in supporting and promoting CPD. Contributions comprise scholarly discussion of new issues, reports of research in particular areas, reports of developments and contributions to debate on continuing professional development. Although the main focus of articles in the Journal is likely to be teacher education, we welcome contributions which discuss the policy and practice of CPD in other professions where the focus of the article is professional learning. The Journal began its life as British Journal of In-service Education (ISSN 0305-7631) before changing to Journal of In-service Education (ISSN 1367-4587) in 1998. From 2009, the Journal has been renamed Professional Development in Education (ISSN 1941-5257). Peer Review Policy: All research articles appearing in this journal have undergone a rigorous blind peer review system carried out by members of the editorial board. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis and IPDA make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and IPDA 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 IPDA.

The mission of the Journal is to facilitate dissemination of programs that use community partnerships to improve public health, to promote progress in the methods of research and education involving community health partnerships, and to stimulate action that will improve the health of people in communities. Communities, as defined by the Journal, may be based on geography, shared interests, or social networks. The Journal is dedicated to supporting the work of community health partnerships that involve ongoing collaboration between community representatives and academic or governmental partners. This area of research and evaluation may be referred to as community-based participatory research (CBPR). The W. K. Kellogg Foundation defines CBPR as a collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change to improve health outcomes and eliminate health disparities.

Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.

Qualitative Research Journal is an international journal dedicated to communicating the theory and practice of qualitative research in the human sciences. Interdisciplinary and eclectic, QRJ covers all methodologies that can be described as qualitative.

Quality Assurance in Education publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance.

Quality in Higher Education is an international refereed journal aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice.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 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.