The British Journal of Educational Psychology publishes psychological research that makes a significant contribution to the understanding and practice of education as well as advances the field in terms of theory related to educational psychology. Our aim is to publish research that has a broad international appeal to researchers and practitioners in education. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys. Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance. Although we tend to publish more quantitative than qualitative studies, we welcome rigorous, empirical qualitative studies.

ISSN 0167-4544

Subject: Business
Searchable in Discovery System: Yes (Via EBSCOhost)
Provider: EBSCO
Full Text: 03/01/2001 to present (with a 12 Month delay)
Peer Review: Yes

The Review of Educational Research (RER, quarterly, begun in 1931; approximately 640 pp./volume year) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. RER does not publish original empirical research unless it is incorporated in a broader integrative review. RER will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.

ISSN 2014-3591

Subject: Education
Searchable in Discovery System: Yes (Via JSTOR)
Provider: JSTOR
Full Text: 1930 – 2019 (with four year delay)
Peer Review: Yes

The International Journal of Educational Psychology (IJEP) is an Open Access journal which has as its main objective the publication of top research in the area of educational psychology which seeks to be applied in a variety of educational contexts, formal and informal, involving different education levels, individuals and groups of all ages. The articles published in IJEP deal with problems that are relevant for the international scientific and education communities and their contributions serve as scientific tools to improve educational processes and outcomes. A second objective of IJEP is the publication of theoretical articles that advance the literature in educational psychology, opening new lines of research in the field.

ISSN 2014-3591

Subject: Education
Searchable in Discovery System: Yes (Via EBSCOhost)
Provider: EBSCO
Peer Review: Yes

The Chinese Historical Review is a fully refereed and vigorously edited journal of history and social sciences that is published biannually. The journal publishes original research on the history of China in every period, China’s historical relations with the world, the historical experiences of the overseas Chinese, as well as comparative and transnational studies of history and social sciences. Its Forum section features interviews with leading scholars on issues concerning history and the historical profession. Its Book Reviews section introduces recent historical scholarship published in English, Chinese, and other languages.

The journal is published on behalf of The Chinese Historians in the United States, Inc. (CHUS), which was established in 1987 and is an affiliated society of The American Historical Association (AHA) and The Association for Asian Studies (AAS). The journal began its publication in 1987 under the title Historian. In 1989 it was registered with the Library of Congress and began its publication as a refereed journal of history under the title Chinese Historians. It adopted the current title in 2004.

Print ISSN: 1547-402X Online ISSN: 2048-7827

As the first ever international and interdisciplinary journal devoted to the systematic study of Catholic education, in all its forms, across the world International Studies in Catholic Education welcomes articles from Theologian, Philosophers, Historians, Social and Natural Scientists, Educational Scholars and researchers as well as school leaders, administrators and teachers and members of Religious Congregations with missions in education.

The journal is also interested to receive articles from those involved with other forms of faith schooling (Anglican, Jewish or Muslim) and from those who are critical of existing forms of faith schooling.

Print ISSN: 1942-2539 Online ISSN: 1942-2547