The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.
The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings.
The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments.
Measurement pervades almost every aspect of modern society. For example, measurements of individual abilities and other personal characteristics often contribute to countless decisions that shape individuals’ upbringing, schooling, and careers. At the same time, the field of educational and psychological measurement continues to evolve at an exponential rate.
Founded in 1941 by Frederick Kuder, Educational and Psychological Measurement offers the most current theoretical and applied papers in the measurement field.
Higher Education Research & Development (HERD) is an international peer-reviewed journal, established in 1982 as the principal learned journal of the Higher Education Research and Development Society of Australasia (HERDSA).
Higher Education Research & Development informs and challenges researchers, teachers, administrators, policy-makers and others concerned with the past, present and future of higher education. The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education.
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate.
College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline.
Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary approaches.
Higher Education Quarterly occupies a critical space in promoting research into higher education policy and practice internationally. Its remit includes, for instance, institutional approaches to the student experience, management and leadership; system-wide issues such as student funding and widening participation; and international responses to global market environments. It places particular emphasis on comparative material as opposed to single institution or local case studies.
Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions.