Journal Guide

The Journal aims to provide an international forum for articles of a theological, philosophical, historical and social scientific nature, as well as empirical research perspectives on Catholic education.The scope of the Journal includes articles focused at both a general theoretical level, as well as a specific focus level, relating to the various forms of Catholic education, eg. Elementary/primary, secondary, higher education, adult education, community and parish-based education and seminary education.

International Studies in Sociology of Education is a high quality and forward-thinking international peer-reviewed journal. Founded in 1990, the journal has become a leading journal of the discipline internationally.

The Journal aims to: 

• Publish original papers of international significance which present creative, rigorous research and critical perspectives in the sociology of education.
• Lead critical, innovative and reflexive thinking, acting as a catalyst for future research, policy and practice in the field.
• Highlight new and emerging debates on educational issues of sociological interest, as well as moving longstanding debates forward.
• Make connections across local, regional and international contexts in the study of sociology of education.
• Foreground marginalised social and political issues, non-dominant theoretical resources, and cross-cultural debate in the international field of sociology of education.
• Encourage participation and critical engagement from scholars from around the world and at all stages of career development.

The Scope of the Journal

International Studies in Sociology of Education is published in English four times annually and has a global reach. The journal addresses historical as well as contemporary sociological debates in education significant to an international audience.

The journal welcomes inter-disciplinary work where sociological theory and perspectives have a substantial role. Empirical and non-empirical manuscripts are both welcome. The scope of the journal extends to formal and informal education and the role of education in the life course. Authors are encouraged to locate their work in relation to previous issues of ISSE as well as the wider field of sociology of education.

Special Issues

The Editors welcome enquiries about prospective special issues as well as commissioning special issues on an occasional basis. Please consult the journal's Special Issues page for further details.

Peer Review Policy

All research articles in this journal undergo rigorous peer review based on initial editor screening and refereeing by at least two anonymous referees.

Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.

Irish Educational Studies is an international, refereed journal. It is the official journal of the Educational Studies Association of Ireland (ESAI) and is listed in the Social Science Citation Index™. The journal is open to papers on a range of topics relevant to education, drawing on the full spectrum of disciplines that feed into educational theory and practice, including anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies. We welcome papers that draw on a range of research methodologies. The journal is especially open to papers that have a critical edge, making links between the local and global and influences on practice across all sectors of education - from early childhood education, primary and post-primary schooling, through to Higher Education. 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 Educational Studies Association of Ireland makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and the Educational Studies Association of Ireland 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 Educational Studies Association of Ireland.

For faculty, administrators, and policymakers, JGE is the professional forum for discussing issues in general education today. JGE addresses the general education concerns of community colleges, four-year colleges, universities, and state systems. Along with perceptive essays on the role of general education today, JGE features articles on innovative methods in teaching and assessment, profiles of exemplary general education programs, case studies of successful curriculum development efforts, and reviews of books and monographs related to general education.

Das 'Journal für Mathematik-Didaktik' (JMD) publiziert Originalbeiträge aus allen Bereichen mathematikdidaktischer Forschungs- und Entwicklungsarbeit. Eingereichte Texte werden in der Regel von drei anonym bleibenden Fachgutachtern bewertet, die das Herausgebergremium des JMD benennt. Das Herausgebergremium entscheidet aufgrund der Gutachten und eigener Fachkompetenz über das weitere Vorgehen (wie Ablehnung, eventuelle Änderungsauflagen und/oder den Abdruck des Textes im JMD). Für die Texte besteht Offenheit gegenüber Bezugswissenschaften (wie Pädagogik, Psychologie, Soziologie oder Philosophie) und gegenüber Nachbarwissenschaften (wie Didaktik der Physik oder Sprachdidaktik). Die Beiträge betreffen das Lernen und Lehren von Mathematik.  

JMD ist das offizielle Organ der Gesellschaft für Didaktik der Mathematik in Deutschland (GDM)., .

Celebrating 25 years of publishing excellence, JNSD is the only peer-reviewed journal written by and for staff development specialists. Original articles focus on issues that impact staff development, as well as the latest innovations in education, research and technology: educating unlicensed assisting personnel; competence assessment; developing, implementing, and evaluating program effectiveness; computer-aided instruction; and organization-wide approaches to meeting JCAHO standards. JNSD is the complete and current staff development resource. Continuing education contact hours are available in each issue. Website: www.jnsdonline.com.