Journal Guide

2009 Impact Factor: 0.731Ranking: 68/139 (Education & Educational Research)169; Thomson Reuters, Journal Citation Reports 2010Gender and Education is an international forum for discussion of multidisciplinary educational research and ideas that focus on gender as a category of analysis. Contributors should bear in mind that they are addressing an international audience. The journal grew out of a feminist politics and is committed to developing the critical discussion of gender and education in its broadest sense. It is particularly interested in the place of gender in relation to other key social differences and seeks to further feminist knowledge, theory, consciousness, action and debate. We welcome contributions which examine and theorize the interrelated experiences of women and girls and men and boys, and how these shape and are shaped by other social differences. We expect articles to engage in feminist debate and to go beyond the simple description of what boys/men and girls/women do. Education will be interpreted in a broad sense to cover both formal and informal aspects, including nursery, primary and secondary education; youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; parental education. Contributors are asked to avoid unnecessary or mystifying jargon and to use non-sexist and non-racist language. 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 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.

Gerontology & Geriatrics Education, the official journal of the Association for Gerontology in Higher Education, is a peer-reviewed journal that focuses on the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of readers, including faculty, students, practitioners, administrators, and policy makers and is dedicated to disseminating cutting edge and evidence-based knowledge in the field of gerontology and geriatrics education.Gerontology & Geriatrics Education is an indispensable resource for those wishing to stay informed about critical education issues related to aging and the aged. The articles in this highly regarded journal:183; Report innovations in teaching and training programs in gerontology and geriatrics at the K-12, undergraduate, graduate, and postgraduate levels, and in continuing education, paraprofessional, and public education programs; 183; Discuss issues, methods, and materials in the training and supervision of gerontology and geriatrics educators, researchers, and practitioners in all settings, including academe and practice settings; 183; Explore new roles for gerontology and geriatrics educators in community, health care, academic, policy, and corporate settings; 183; Communicate new methods for developing gerontology and geriatrics educational programs in academic, health care, corporate, and applied settings8212;and new approaches for supporting such educational programs. Peer Review Policy: All research articles in this journal undergo rigorous peer review, based on initial editor screening and anonymous refereeing by two peers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Gifted Child Quarterly (GCQ) publishes original research and new and creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Each issue offers scholarly literature reviews and quantitative or qualitative research studies that explore the characteristics of gifted students, program models, curriculum and other important areas that maximize the development and education of gifted students.

Globalisation, Societies and Education aims to fill the gap between the study of education and broader social, economic and political forces by analysing the complexities of globalisation. The journal seeks to provide means for affecting, as well as reflecting the experiences, distribution, contributions and outcomes of education at all levels and in all settings.Globalisation, Societies and Education represents scholarly analysis carried out from a variety of disciplinary perspectives, including sociology, philosophy, politics, geography, history, economics, management and comparative studies as applied to education and its related fields. We welcome articles drawing on empirical research, comparative and single system case studies and theoretical explorations in the broad area of the relationships between globalisation, societies and education.In addition, Globalisation, Societies and Education seeks to encourage and include more innovative means for communicating information, ideas, debates and arguments on globalisation, education and societies. The journal will include interviews with prominent intellectuals, activists and leaders, website reviews, commentaries on debates and will offer opportunities for the expression of a range of viewpoints.Topics of particular interest to the journal will include:the effects of globalisation on education and training in particular countries, regions and institutions; the subjects of these processes, including global (e.g. World Bank, OECD, UNESCO) and regional organisations (e.g. EU, APEC, NAFTA), and NGOs; new technologies, new modes of e-learning and new identities; globalisation, education and 'development' globalisation and languages; lifelong learning and the knowledge economy; globalisation, education and cultural change; changing labour markets, labour mobility, skills and education; migration flows and education; new institutional forms; education as a global commodity/service; social movements, labour movements and strategies for change. 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.

Green Chemistry provides a unique forum for the publication of innovative research on the development of alternative green and sustainable technologies. Based on the, but not limited to, the twelve principles of green chemistry defined by Anastas and Warner (Green Chemistry: Theory and Practice, P T Anastas and J C Warner, Oxford University Press, Oxford, 1998). Green chemistry is, by definition, a continuously-evolving frontier. Therefore, the inclusion of a particular material or technology does not, of itself, guarantee that a paper is suitable for the journal. To be suitable, the novel advance should have the potential for reduced environmental impact relative to the state of the art. Green Chemistry does not normally deal with research associated with 'end-of-pipe' or remediation issues.

Health Education is a leading journal which reflects the best of modern thinking about health education. It offers stimulating and incisive coverage of current debates, concerns, interventions, and initiatives, and provides a wealth of evidence, research, information, and ideas to inform and inspire those in both the theory and practice of health education. Health Education plays a crucial role in the development of a healthy, inclusive, and equitable social, psychological, and physical environment.

Publishing original, refereed papers, Health Education Research deals with all the vital issues involved in health education and promotion worldwide - providing a valuable link between the health education research and practice communities.Abstracting and Indexing Services Health Education Research is covered by the following major indexing services:Abstracts in AnthropologyAbstracts in AnthropologyAbstracts on Hygiene and Communicable DiseasesAddiction AbstractsApplied Social Sciences Index & Abstracts (ASSIA)British Education IndexBritish Nursing IndexBritish Nursing IndexCAB AbstractsCINAHLContents Page in EducationCurrent Contents® /Social and Behavioral SciencesDairy Science AbstractsEducation Research AbstractsEducational Management AbstractsEducational Technology AbstractsEMBASEEnvironmental Science and Pollution ManagementE-psycheExcerpta Medica Abstract JournalsGlobal HealthHealth & Safety Science AbstractsHelminthology AbstractsIndex VeterinariusJournal Citation Reports /Social Sciences EditionLeisure, Recreation and Tourism AbstractsMulticultural Education AbstractsNutrition Abstracts and ReviewsPeriodicals Index Online (PIO)Physical Education IndexPROQUEST DATABASE : MEDLINE with Full TextPROQUEST DATABASE : ProQuest 5000 InternationalPROQUEST DATABASE : ProQuest CentralPROQUEST DATABASE : ProQuest Health & Medical CompletePROQUEST DATABASE : ProQuest Health ManagementPROQUEST DATABASE : ProQuest Medical LibraryPROQUEST DATABASE : ProQuest Nursing & Allied Health SourcePROQUEST DATABASE : ProQuest Pharma CollectionPROQUEST DATABASE : ProQuest Psychology JournalsPROQUEST DATABASE : ProQuest Wilson DatabasesPROQUEST DATABASE : PsycINFO Database with Full TextPubMedPsychlitResearch into Higher Education AbstractsReview of Medical and Veterinary MycologyRural Development AbstractsSocial Sciences Citation Index®Social Scisearch®Sociology of EducationSpecial Education Needs AbstractsStudies on Women and Gender Abstracts (SWA)The Standard Periodical DirectoryTropical Diseases BulletinVocational Education & Training AbstractsWilson OmniFile Full Text Mega EditionWorld Agricultural Economics and Rural Sociology Abstracts .

The purpose of Hematology, also known as the ASH Education Program Book, is to provide a series of up-to-date review articles applicable to the current practice of hematology -- whether the practice be community-based, academic, institutional, training, or a combination thereof. Each chapter of the book relates to one of the education program sessions at the annual meeting. The articles summarize the topic and provide sufficient references so that they can be used by a general hematology practitioner who could not attend the ASH annual meeting.

High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas. The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations. The journal is concerned with aspects of development, personality, cognition, social behaviour and cross-cultural issues in relation to high ability. Theoretical modelling and measurement techniques, as well as instructional strategies and curriculum issues, are of interest. Consequently, the journal presents material which is relevant to researchers in the field, to managers who have highly able individuals employed, to policy makers who need to find frameworks by which to make the best use of high ability in society, to mentors, coaches, teachers, counsellors and parents of highly able children. Furthermore, the contents are not restricted to the study of manifest high level achievement, but include the identification and nurturance of unexercised potential. High Ability Studies is an international refereed journal which publishes papers in English, as well as reviews of books and other relevant material. It is the official scholarly journal of the European Council for High Ability (ECHA). Peer Review: 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 European Council for High Ability make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and European Council for High Ability 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 European Council for High Ability.

Recognized as the leading international journal on higher education studies, this publication examines educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It reports on developments in both public and private higher education sectors.Higher Education features contributions from leading scholars from different countries who tackle the problems of teachers as well as students, and of planners as well as administrators. It presents authoritative overview articles, comparative studies and analyses of particular problems or issues.While each higher education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for the exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.

The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education.
The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues.
The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning.
Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.

Open Access -Article Publishing Charges 

To cover the cost of Open Access publishing, Higher Education Pedagogies charges an article publishing charge (APC) for all accepted articles. There is no submission charge. The APC for Higher Education Pedagogies is $1200 (£750 / €1000). For members of learned Societies publishing with Taylor & Francis this is reduced to $600 (£375/ €500). Members of the Higher Education Academy are eligible for APC waivers.
 
The APC is paid via an e-commerce transaction and invoicing will take place after acceptance of the article following peer review. Payment can be made via credit card, or an invoice can be requested. Further processing of the article will be deferred pending payment.

It is likely that your research funder, sponsor, or host institution has funding available for Open Access publication fees.

Can the publication fee be discounted or waivered?
In addition to the provision of waivers for members of the Higher Education Academy, Higher Education Pedagogies also provides fee waivers and discounts to support researchers in developing and emerging regions.  Authors are eligible to apply for a waiver if the corresponding author and majority of co-authors are based in countries as specified by the  Research4Life partnership. Other waivers will be granted on a case-by-case basis depending on the authors' circumstances. Authors should request a waiver during the submission process.