Journal Guide

Reading and Writing Quarterly provides direction in educating a mainstreamed population for literacy. It disseminates critical information to improve instruction for regular and special education students who have difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem. Peer Review Policy: All articles in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Reading Research Quarterly is the leading global journal offering multidisciplinary scholarship on literacy among learners of all ages, including the latest research studies (methods, results, effects, findings, and implications). For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes*Reports of important studies*Multidisciplinary research*Various modes of investigation*Diverse viewpoints on literacy practices, teaching, and learning RRQ is published online and in print four times a year: January, April, July, and October.

Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, case studies and book reviews. The journal also publishes short articles and pilot reports with preliminary results. Reading and Writing is one of the most highly cited journals in Education and Educational Research according to Thomson/ISI. Between 2001 and 2005, the j

Religion & Education is a journal of analysis and comment with the purpose of advancing public understanding and dialogue on issues at the intersections of religion and education. These issues emerge in various venues; manuscripts are invited from work in any such arena: public or private education at elementary, secondary, or higher education institutions; non-school or community organizations and settings; and formal or informal organizations or groups with religion or spirituality as an integral part of their work. Articles are invited from diverse methodological approaches and theoretical and ideological perspectives. Some articles are solicited, but unsolicited articles are encouraged. Unsolicited manuscripts are put through a peer review process. Opinions expressed by contributors do not necessarily reflect those of the editors or publisher. This journal does not address the work of formal religious institutions including churches, synagogues, mosques, and temples. Rather, it focuses on the beliefs and values arising from all traditions as they come into contact with educational work in the public square.

Religious Education, the journal of the Religious Education Association: An Association of Professors, Practitioners, and Researchers in Religious Education, offers an interfaith forum for exploring religious identity, formation, and education in faith communities, academic disciplines and institutions, and public life and the global community. Three forums focus on this response: * Religious Education in Faith Communities, focusing on religious education in local faith communities and within and by denominational/religious bodies on regional, national, and international levels. * Religious Education in Public Life and the Global Community, focusing on the role of religious education in the interest of the common good as well as stimulating inter-religious education and conversation. * Religious Education in Academic Disciplines and Institutions, focusing on the advancement of scholarship in religious education through schools, colleges, universities, and graduate schools of religion. Articles consider education in houses of worship, schools, informal programs, and institutions of higher learning involving adults, youth, children, and families. Topics addressed include the following: * Educational theory, theology, and education; * Tradition and directions; * Congregational programs and practices; * Models and methods; * Moral, value, and character education; * Spiritual, cultural, and social issues in education.Issues of the journal are divided three into sections: * 'Articles' ? research, scholarship, and insights from practice relating to the intersection of religion and education; * 'Forum' ? conversations engaging diverse points of view on topics of interest; * 'Critique' ? review essays on practice and shorter reviews of books and media.Peer Review Policy: All research articles in this journal have undergone editor screening and anonymous double-blind peer review. All other articles are editor and peer reviewed. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Remedial and Special Education (RSE) offers interdisciplinary articles that bridge the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. Articles include topical reviews, syntheses of research, field evaluation studies, and recommendations for practice of remedial and special education.

Research Papers in Education has developed a reputation for publishing significant educational research findings of recent years. Up-to-date and authoritative, the journal has given researchers the opportunity to present full accounts of their work; its rationale, findings and conclusions. Its format now includes shorter papers and review articles. Research Papers in Education is not only a vital source of pertinent information for educational researchers, but also required reading for educational policy-makers and planners.The journal publishes high quality articles in the fields of educational policy and practice, and research that links the two.The considerable experience of the editors, editorial board and the international advisory board will ensure that Research Papers in Education continues to publish the finest and most relevant research in education today.Topics covered in recent issues include: Performance related pay Schools'use of value added data Polarization among schools The National Numeracy Project Examination standards Failing special schools Vocational education Children's rights The gender gap in secondary schools Catholic education School development planning Special themed issues Evidence-Based Practice Making Teachers More Accountable How Schools Learn Gender and Education School Improvement and Effectiveness Innovation and Change: the Quality of Teaching and Learning Peer Review Policy:All research articles submitted to this journal undergo rigorous peer review. This is normally carried out by the Editor, the Deputy Editor, and two referees. The first referee, who receives an anonymised version of the submitted paper, is usually chosen from either the Editorial Board, the International Advisory Board, or the Reviewing Panel. Sometimes it is necessary to select someone as first referee not on the journal's Boards or Reviewing Panel in order to ensure that the referee has appropriate expertise. The second referee, who also receives an anonymised version of the submitted paper, is usually not from the journal's Boards or Reviewing Panel. The referees' reports are considered by the Editor and the Deputy Editor, who seek further opinions on the paper if necessary.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make 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.

This internationally peer-reviewed journal, published on behalf of SEMPRE, promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice.

Research in Dance Education aims to inform, stimulate and promote the development of research in dance education and is relevant to both learners and teachers. The desire to improve the quality and provision of dance education through lively and critical debate, and the dissemination of research findings is uppermost.The journal sets out to include contributors from a wide and diverse community of researchers. This extends to all aspects of dance in education, providing opportunities for both experienced and less experienced researchers. The journal encourages a wide range of research approaches and methods, in a forum for debate. An international audience will be attracted to the comparative study of dance teaching and learning, which the journal encompasses. Issues of pedagogy and subject content are addressed in relation to creating, performing and viewing dance in various contexts. The role and value of Dance as part of Arts Education and the connections with other Arts practitioners is also addressed.The research field of Research in Dance Education includes: all phases of education, pre-school to higher education and beyond; teaching and learning in dance, theory and practice; new technology; professional dance artists in education; learning in and through dance; aesthetic and artistic education; dance and the arts; dance and physical education; training dance teachers: initial teacher education, continuing professional development, dance degrees, and professional dance training; examination dance; dance therapy; special educational needs; community dance and youth dance; dance in society: gender, ethnicity, class, religion, economics; psychological issues: self esteem, motivation, body image, creativity, philosophy and the arts, and research methods and methodologies.The Perspectives section aims to re-publish significant work, which may no longer be available in print, to a wider readership. Articles are either of historical interest per se, or the issues addressed are so fundamental they remain relevant today. The section Editor welcomes suggestions of specific articles that you would like to see reproduced in future volumes of the journal. Recommendations should be accompanied by a photocopy of the article (with full reference) and a brief statement explaining why it is proposed for reprinting. The main purpose of the Dancelines section is to showcase outstanding student writing and to offer a supportive environment in which comparatively inexperienced student or recently graduated authors could gain confidence and develop their writing skills. One of the main intentions is to encourage scholarship and enthusiasm to write about dance and thus Dancelines is seen as acting as a seedbed for future writers. Both undergraduate and postgraduate work, normally between 3000 and 6000 words long is welcomed - the key criterion being that the work is publishable in an academic journal.Viewpoints is a section in which contributors can share opinions, comment critically on published papers, frame and explore topical issues, contribute short notes, questions, letters, or comments in response to material already printed in the journal. Brief notes of 500 words to considered pieces of up to 1,500 are invited. Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make 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. 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.

Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable. A list of topics areas that is illustrative but not inclusive is applied behavior analysis, pharmacotherapy, traditional assessment, behavioral assessment, speech training and occupational therapy. Our aim is to publish the best available and most current research possible.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Visit the RiDE Themed Issues ArchiveRiDE: The Journal of Applied Theatre and Performance is a refereed journal aimed at those who are interested in applying performance practices to cultural engagement, educational innovation and social change. It provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts. The journal offers a dissemination of completed research and research in progress, and through its Points and Practices section it encourages debate between researchers both on its published articles and on other matters. Contributions are drawn from a range of people involved in drama and theatre from around the world. It aims to bring the fruits of the best researchers to an international readership and to further debates in the rich and diverse field of educational drama and applied theatre.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. All reviewers are internationally recognized in their field, and the editorial board of Research in Drama Education aim to support scholars from many different parts of the world.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make 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.

New Editor-in-ChiefWe are pleased to announce that Robert K. Toutkoushian will start as the new Editor-in-Chief of Research in Higher Education as of January 1, 2011. Dr. Toutkoushian is Professor of Higher Education at the University of Georgia and specializes in the application of economic theories and quantitative methods to problems in higher education. He has a Ph.D. in economics from Indiana University, and prior to joining the faculty at Georgia University, he worked at Indiana University and the University of Minnesota. He is well-acquainted with the aims, scope, and vision of Research of Higher Education, since he worked as consulting editor of the journal from 1998 onwards. A Thank-You to John C. Smart We would like to express our deep gratitude to Professor John C. Smart, who is stepping back as Editor-in-Chief of Research in Higher Education, for his outstanding work and unflagging dedication over the last 20 years. A new way of submitting your research With this succession, Research in Higher Edu