Journal Guide

Topics in Early Childhood Special Education (TEC) focuses on information that will improve the lives of young children with special needs and their families. The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs. Each issue features reports of original research, literature reviews, conceptual statements, position papers, and program descriptions.

Training and Education in Professional Psychology® is dedicated to enhancing supervision and training provided by psychologists. The journal will publish manuscripts that contribute to and advance professional psychology education.

Trends in Neuroscience and Education aims to bridge the gap between our increasing basic cognitive and neuroscience understanding of learning and the application of this knowledge in educational settings. It provides a forum for original translational research on using systems neuroscience findings to improve educational outcome, as well as for reviews on basic and applied research as relevant to education, project reports, best practice examples, and opinions regarding evidence based educational policies and related subjects.Just as 200 years ago, medicine was little more than a mixture of bits of knowledge, fads and plain quackery without a basic grounding in a scientific understanding of the body, and just as in the middle of the nineteenth century, Hermann von Helmholtz, Ernst Wilhelm von Brücke, Emil Du Bois-Reymond and a few others got together and drew up a scheme for what medicine should be (i.e., applied natural science), we believe that this can be taken as a model for what should happen in the field of education. In many countries, education is merely the field of ideology, even though we know that how children learn is not a question of left or right political orientation.Contrary to the skeptics (who claim that "brain science […] is not ready to relate neuronal processes to classroom outcomes", Cf. Hirsh-Pasek K, Bruer JT, 2007), we believe that we know today more about the neuroscience of learning than Helmholtz et al. back then knew about the body. In fact, from our perspective very little was known, as cellular pathology, microbiology and pharmacology hardly existed as domains of scientific investigation, let alone as tools for physicians. But the very idea - medicine is applied science - caught on and led to unprecedented and dramatic improvements in medicine.In our view, this is precisely what we must do in order to make progress in education. "You claim all learning is taking place in the brain. If that's so, which type of preschool is most effective?" - From a medical perspective, it is obvious that a neuroscientist cannot answer such questions occasionally posed by educators or educational policy makers. But it is just as clear that the answers will come from research informed by developmental cognitive neuroscience. Trends in Neuroscience and Education will foster activities on the translational research that is needed.Neuroscience is to education what biology is to medicine and physics is to architecture. Biochemistry is not enough to cure a patient, and physics is not enough to build a bridge. But you cannot perform great work, neither in medicine nor in architecture, against the laws of physics or biology. And in fact, they will inform you about many constraints and rule out a great many of projects right from the start as failures.

Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education (UEX). This ground-breaking publication provides thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Articles cover topics such as mental health needs of urban students, student motivation and teacher practice, school-to-work programs and community economic development, restructuring in large urban schools and health and social services.

This journal provides an interdisciplinary forum for the dissemination of new research results on all aspects of user modeling and user-adapted interaction. User Modeling and User-Adapted Interaction publishes high quality original papers contributing to these fields, including the following areas: acquisition of user and student models;conceptual models, mental models; levels of user expertise; intelligent information retrieval; adaptive hypertext and hypermedia; adaptation to the handicapped and elderly; user stereotypes; formal representation of user and student models; applications in office machines and consumer electronics; and privacy and security of information for personalization.User Modeling and User-Adapted Interaction is ideal for researchers, students and industrial practitioners in human-computer interaction, the instructional sciences, artificial intelligence, and linguistics.Microsoft Academic Search: ranked 5 of 26 HCI Journals.

Visitor Studies is a bi-annual, peer-reviewed journal that publishes high-quality articles, focusing on visitor research, visitor studies, evaluation studies, and research methodologies. The Journal also covers subjects related to museums and out-of-school learning environments, such as zoos, nature centers, visitor centers, historic sites, parks and other informal learning settings. A primary goal for Visitor Studies is to be an accessible source of authoritative information within the visitor studies field that provides both theoretical and practical insights of relevance to practitioners and scholars. As a secondary goal, Visitor Studies aims to develop its reputation as an international publication.Contributors to the Journal share their research procedures and findings with practitioners and other researchers. Original and review articles present a forum for new data and provide practical and useful conclusions. Material found in Visitor Studies contributes to the ongoing progress and development of the field. Issues of Visitor Studies will be accessible to paid members of the Visitor Studies Association in print and electronic format, and to library and university institutions through subscription.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.

Visual Communication Quarterly (VCQ) is an international, peer-reviewed journal of theory, research, practical criticism, and creative work in all areas of visual communication. Our goal is to promote an inclusive, broad discussion of all things visual, while also encouraging synthesis and theory building across our fascinating field of study. We define "visual" in the broadest sense of the word -- from dreams and cognitive theory through gesture and geography, as well as issues concerning visual ethics, visual ecology, representation, visual media in all forms, and visual behavior. Methods range from tightly controlled quantitative studies through critical analysis, essays, qualitative scholarship, and creative art. We also print numerous single images and portfolios as well as multimedia work on our Web site, a rarity among academic journals. VCQ, the official publication of the Visual Communication Division of the Association for Education in Journalism and Mass Communication, has published regularly since 1994. For 11 years, VCQ was distributed to more than 10,000 professionals and scholars through News Photographer magazine of the National Press Photographers Association. Our mission has broadened beyond visual journalism, design, and media to address the need for a publication encompassing the complex and wide-ranging field of visual communication and visual studies across media, art, and science. Our new format and distribution system not only allow us to publish more articles and creative work, while maintaining rigorous peer review, but also facilitate international access of articles and images through on-line databases. For additional information about VCQ, as well as resources in visual communication, visit the journal's editorial Web site: www.vcquarterly.org. Peer Review PolicyAll 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.

Vocations and Learning: Studies in Vocational and Professional Education provides an international forum for papers on the broad field of vocational learning, across a range of settings: vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies, and more. Coverage includes such topics as curriculum and pedagogy practices for vocational learning; the role and nature of knowledge in vocational learning; the relationship between context and learning in vocational settings; analyses of instructional practice and policy in vocational learning and education; studies of teaching and learning in vocational education; and the relationships between vocational learning and economic imperatives, and the practices and policies of national and trans-national agencies. This peer-reviewed journal aims to enhance the contribution of research and scholarship to vocational education policy and practice, and also to inspire new research in this diverse field.

Women's Studies International Forum (formerly Women's Studies International Quarterly, established in 1978) is a bimonthly journal to aid the distribution and exchange of feminist research in the multidisciplinary, international area of women's studies and in feminist research in other disciplines. The policy of the journal is to establish a feminist forum for discussion and debate.The journal seeks to critique and reconceptualize existing knowledge, to examine and re-evaluate the manner in which knowledge is produced and distributed, and to assess the implications this has for women's lives.We seek contributions from people, individually or collectively, from different countries and different backgrounds, who are engaged in feminist research inside or outside formal educational institutions. We welcome a variety of approaches and resources through the whole range of disciplines: papers geared toward action-oriented research as well as those which address theoretical methodological issues; and we encourage historical reassessments of the lives and works of women. We urge all contributors both to acknowledge the cultural and social specifics of their particular approach, and to draw out these issues in their articles.We also invite conference reports and announcements, calls for papers, notices of new publications and reports, contacts, etc., sent in by individuals or groups in the international feminist community.

Word of Mouth (WOM) helps frontline clinicians keep up with the latest trends in working with school-age children. Each 16-page issue of bare-bones, down-to-earth information includes reviews, resources, idea swap, and short bits.

Young Exceptional Children (YEC) is written for teachers, early care and education personnel, educational administrators, therapists, families and others who work with or on behalf of children from birth through 8 years of age who have identified disabilities, developmental delays, are gifted/talented, or are at risk for future developmental problems. It offers useful, friendly articles that help readers implement research-based strategies and interventions across many settings.

Youth Theatre Journal is a refereed journal which draws its contributions from a wide community of researchers, philosophers, educators, and performance theorists. Youth Theatre Journal welcomes 5,000-7,000 word articles which report on and discuss research and methodological issues from the point of view of philosophy, history, educational theory, sociology, critical theory, and comparative studies. The journal focuses of the dissemination of ideas relating to practical and theoretical developments in the field of theatre and performance by, with, and for children and youth and drama/theatre education.Peer Review Policy: All review papers in this journal have undergone editorial screening and double-blind peer review.

ZDM is one of the oldest mathematics education research journals. The papers appearing in the seven themed issues per year are strictly by invitation only followed by internal peer review by the guest-editors and external review by invited experts. The journal exists to survey, discuss and extend current research-based and theoretical perspectives as well as to create a forum for critical analyses of issues within mathematics education. The audience is pre-dominantly mathematics education researchers around the world interested in current developments in the field.