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.
The journal deals with major problems and trends in contemporary higher education. It presents information, interpretations, and criticism in regard to current developments in the field. While focusing primarily on Europe and North America within the context of the other activities of the Centre, it regularly features contributions from other regions of the world as well.
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.
As the official journal of the Georgia Educational Research Association, the aims of Georgia Educational Researcher (GER) are to promote educational research in Georgia and to foster the exchange of information and experiences relating to measurement, evaluation, and research. The scope of the journal is primarily focused on Georgia educational matters. Related topics pertaining to the Southeastern region of the United States are also considered.
Feminist Teacher (FT) provides discussions of such topics as multiculturalism, interdisciplinarity, and distance education within a feminist context. FT serves as a medium in which educators can describe strategies that have worked in their classrooms, institutions, or non-traditional settings; theorize about successes or failures; discuss the current place of feminist pedagogies and teachers in classrooms and institutions; and reveal the rich variety of feminist pedagogical approaches.
The European Journal of Open, Distance and E-Learning (EURODL) is an electronic, multi-media, open access journal. It publishes the accounts of research and presents scholarly work and solid information about open, distance, online and e-learning in technology-enhanced education and training in its most inclusive definition.
EDUCAUSE Review® is the association's open-access digital and bimonthly print flagship publication for the higher education IT community. With 22,000 distributed copies, the print magazine (ISSN: 1527-6619) takes a broad look at current developments and trends in information technology, how they may affect the college/university as an institution, and what these mean for higher education and society.
Educational Evaluation and Policy Analysis (EEPA) publishes scholarly articles concerned with important issues in the formulation, implementation, and evaluation of education policy. EEPA is open to all of the diverse methodologies and theoretical orientations represented in AERA published work. We welcome submissions focused on international and comparative policy issues in education as well as domestic issues.
The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education.
The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice.
Educational Assessment publishes original research on the design, analysis and use of assessment to deepen understanding of the performance and quality of individuals, groups, and programs in educational settings. It welcomes rigorous theoretical pieces and empirical studies (quantitative or qualitative) that can inform important national and international discussions in educational policy and practice.