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The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: • cognition .

British Journal of Educational Studies is one of the UK's foremost international education journals. It publishes scholarly, research-based articles on education which draw particularly upon historical, philosophical and sociological analysis and sources. British Journal of Educational Studies provides: * Discussions of educational policy and educational issues that draw on the findings of research * Articles that review policy developments outside the UK, acknowledging the significance of cross-national policy influences * Contributions from many academic disciplines and a variety of perspectives * The most comprehensive book review section of any education journal published in the UK with, on average, sixteen reviews per issue.

The British Journal of Educational Technology provides readers with the widest possible coverage of developments in international educational and training technology. BJET is a primary source for academics and professionals in learning technology.

The British Journal of Religious Education (BJRE) is an international peer-reviewed journal which has a pedigree stretching back to 1934 when it began life as Religion in Education. In 1961 the title was changed to Learning for Living, and the present title was adopted in 1978. It is the leading journal in Britain for the dissemination of international research in religion and education and for the scholarly discussion of issues concerning religion and education internationally.BJRE aims to promote and report research and scholarship in religious education and related fields such as values education, spiritual education and intercultural education insofar as they relate to the discussion of religion or religious traditions and movements. Contributions relating to the following are especially welcome:research and scholarship on religious education as understood in the UK publicly funded school sector international research and scholarship relating to religious education in the schools of plural societies religious education in faith based schools religious perspectives on education childhood and religion in community and school settingsContributions are welcome from researchers and scholars of any faith or none in all sectors of education (including higher education, schools, educational administration and inspection). Submissions from graduate students are welcome.BJRE is published in association with Christian Education.For information on personal subscriptions please visit the Christian Education website.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. A list of referees consulted from January to December each year is published annually in the March issue.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Christian Education make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and Christian 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 Christian Education.

The British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The editorial board of the journal brings together the expertise of leading sociologists and rising academics. The aim of the journal is to publish high quality original, theoretically informed analyses of the relationship between education and society. The Journal has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal welcomes contributions which explore all phases of formal and informal education. It engages with a diverse range of contemporary and emergent social theories along with the full range of methodological approaches. It investigates the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy, and educational experiences from those of the privileged to those of the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas. There is an established well-informed international audience for the Journal. Authors are expected to consider this wide readership and to exhibit knowledge of previously-published articles when submitting their work for consideration. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems/perspectives. Peer Review Policy: All articles submitted to the Journal are anonymously refereed by at least two members of the editorial board. This ensures the world class quality of the journal and maintains the continuity of sociological debate.

The University of Illinois Press supports the mission of the university through the worldwide dissemination of significant scholarship, striving to enhance and extend the reputation of the university. Through its publishing programs, the Press promotes research and education, enriches cultural and intellectual life, and fosters regional pride and accomplishments. The Press serves the university as a source for scholarly publishing knowledge and standards. As an innovator in the scholarly publishing community, the University of Illinois Press diligently pursues the best and most innovative technology to meet the needs of our readers.

CBE-LSE publishes peer-reviewed articles on life science education at the K 12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, CBE-LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics. CBE-LSE is written by and to serve professionals engaged in biology teaching in all environments, including faculty at large research universities who teach but do not view teaching as their primary mission, as well as those whose teaching is the major focus of their careers, in primarily undergraduate institutions, museums and outreach programs, junior and community colleges, and K 12 schools.

A thematic publication directed to professionals and researchers from the educational field, aiming at approaching significant and current issues in that field.

A journal of studies and research in education, having as its purpose the publication of academic research on education, gender, and race, stimulating the exchange of information and the discussion of the main issues and emerging themes in the field. It gives priority to studies carried out in Brazil, but also publishes foreign works.

Cambridge Journal of Education, an international English language journal, publishes original refereed articles on all aspects of education with a particular emphasis on work that contributes to shared understanding among academic researchers, theorists, practising teachers, policy-makers and educational administrators. Its readers include members of each of these groups - evidence of its success in bringing together those who determine the content, organisation, and practice of education.Cambridge Journal of Education enjoys a wide international readership and encourages contributors from different educational systems and cultures to submit work for publication. The Editors also welcome suggestions for special issues on particular topics; pieces which engage in or stimulate discussion; and responses to issues raised by contributors. Articles should normally be of 6000 words maximum length, though much shorter pieces are also welcome. Cambridge Journal of Education is published on behalf of the University of Cambridge Faculty of Education. Views expressed by contributors are not necessarily those of the publishers, the Editors or the Editorial Panel.Peer Review Policy:All 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 University of Cambridge Faculty of Education makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the University of Cambridge Faculty of 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 University of Cambridge Faculty of Education.