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Official Journal of Beijing Normal University
This international journal is a subscription-based, peer reviewed, general review of educational theory, history, philosophy and related empirical sciences that aims to publish a wide range of articles in English. It has a particular focus on the contribution of education -- socially, morally and economically -- to society, culture and economy. The journal welcomes articles on significant new research as well as material of a more reflective nature. The Beijing International Review of Education aims to publish articles that are of interest not only to academics and policy makers but also teachers and members of the public. All articles in this journal undergo rigorous peer review.
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Spirituality, Ethics, and Religion in Counseling
2023 Impact Factor: 0,7
5 Year Impact Factor: 0,8
Counseling and Values is the official journal of the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC), formerly the Association for Religious and Values Issues in Counseling (ARVIC), a division of the American Counseling Association.
Counseling and Values promotes theory, research, and practice on the intersection of religion, spirituality, and ethics in the counseling process, with a particular emphasis on the competent and ethical integration of religion and spirituality into counseling. The journal publishes and seeks articles on:
• Research and Theory – Quantitative, qualitative, mixed method, and single case design manuscripts that provide empirical data related to ethical, religious, or spiritual issues in counseling.
• Issues and Insights – Manuscripts that offer fresh information on philosophical, theoretical, and practical applications of ethical, religious, or spiritual issues in counseling.
• Techniques for Spiritual, Ethical, and Religious Counseling (TSERC) – Manuscripts that focus on practical issues related to (a) the development or adaptation of existing techniques for working with spiritual, ethical, and/or religious values in counseling and/or (b) experience related to the effectiveness of techniques in work with clients and client systems.
5 Year Impact Factor: 0,8
Counseling and Values is the official journal of the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC), formerly the Association for Religious and Values Issues in Counseling (ARVIC), a division of the American Counseling Association.
Counseling and Values promotes theory, research, and practice on the intersection of religion, spirituality, and ethics in the counseling process, with a particular emphasis on the competent and ethical integration of religion and spirituality into counseling. The journal publishes and seeks articles on:
• Research and Theory – Quantitative, qualitative, mixed method, and single case design manuscripts that provide empirical data related to ethical, religious, or spiritual issues in counseling.
• Issues and Insights – Manuscripts that offer fresh information on philosophical, theoretical, and practical applications of ethical, religious, or spiritual issues in counseling.
• Techniques for Spiritual, Ethical, and Religious Counseling (TSERC) – Manuscripts that focus on practical issues related to (a) the development or adaptation of existing techniques for working with spiritual, ethical, and/or religious values in counseling and/or (b) experience related to the effectiveness of techniques in work with clients and client systems.
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Implementation and replication research is considered as the active use of mathematics education research in practice and as the scientific investigation of questions that relate to implementation and replication initiatives. Implementation and Replication Studies in Mathematics Education is an important channel for academic work related to applying and scaling up the insights of mathematics education research, and a channel for bridging the academic community and the policy-making communities. The journal focuses on implementation and replication research that communicates and investigates initiatives aiming to improve teaching and learning of mathematics by using knowledge from mathematics education research and by re-implementing it in new contexts.
For questions and/or submissions please contact the Editor-in-Chief, Uffe Thomas Jankvist.
For questions and/or submissions please contact the Editor-in-Chief, Uffe Thomas Jankvist.
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A sense of belonging is a fundamental human need. Alarmingly, research tells us that a significant portion of the population feel lonely and like they don’t belong. Loneliness has become an epidemic and people in adolescence and old age groups are at risk. Having a sense of belonging has widespread physiological and psychological benefits, with positive outcomes that transcend the lifespan, and possibly generations. The need to belong is common for all people irrespective of culture, race, ethnicity, geography, or location.
The aim of this journal is to present contemporary research on belonging, human connection and loneliness and draw together transdisciplinary approaches and theoretical orientations to address a burgeoning issue of our time. A secondary aim of the journal is to highlight how detrimental a lack of belonging is for psychological and physical functioning. The Journal of Belonging and Human Connection (JBHC) is a direct response to a critical issue and seeks to provide a platform for which we can begin to address it.
For questions and/or submissions please contact the Editors-in-Chief Kelly-Ann Allen or Christopher Boyle.
The aim of this journal is to present contemporary research on belonging, human connection and loneliness and draw together transdisciplinary approaches and theoretical orientations to address a burgeoning issue of our time. A secondary aim of the journal is to highlight how detrimental a lack of belonging is for psychological and physical functioning. The Journal of Belonging and Human Connection (JBHC) is a direct response to a critical issue and seeks to provide a platform for which we can begin to address it.
For questions and/or submissions please contact the Editors-in-Chief Kelly-Ann Allen or Christopher Boyle.
Editors:
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The Journal of Digital Islamicate Research (JDIR) is a peer-reviewed journal covering the field of Middle Eastern and Islamicate Digital Humanities (DH). It aspires to adjust the computational, visualization and big data methods for the exploration of contemporary and historical cultures (also known as Cultural Analytics, CA) to the emerging field of Middle Eastern and Islamic Digital Humanities, and apply these methods to it. This would enhance the distant and close readings of massive amounts of cultural data (written material, as well as visuals and audio) in Middle Eastern languages in order to derive culturally-relevant insights from it. The Journal also aims to promote the study of Arabic-language and other Arabic-script DH work (e.g., Persian, Ottoman, Urdu), and non-Muslim DH in Islamicate lands (e.g. the Geniza researchers that are moving into DH), in addition to Islamicate materials that are digital-born or digitally-reformatted. This will bring forth innovative tools and develop new technical research methods for a refreshing analysis of Middle Eastern and Islamic languages, literatures, cultures, and history in a computer-supported way. The Journal is a leading initiative in the Digital Humanities of Middle Eastern and Islamic Studies that provides an online platform for the cross fertilization of different academic traditions, fields, and disciplines.
مجلة البحوث الإسلامية الرقمية مجلة محكمة تغطي الإنسانيات الرقمية في مجال الدراسات الشرق أوسطية والإسلامية. وهي تطمح إلى الإفادة من الأدوات الحاسوبية التي تطبق عدة مناهج وتقنيات (منها معالجة اللغة البشرية وتحليل شبكات الاتصال وإعداد التقنيات البصرية واستخراج البيانات) في دراسة المكونات الثقافية بطريقة مفيدة للأبحاث في العلوم الإنسانية ولاستكشاف الثقافات المعاصرة والقديمة (وهو المبحث الأكاديمي الموسوم بالتحليل الثقافي). وهذا من شأنه أن يعمق القراءات الآلية والبشرية لكميات هائلة من المنتجات الثقافية (المواد المكتوبة والمرئية والصوتية) باللغات الشرق أوسطية لاستخلاص رؤى ثقافيّة أصيلة وجديدة من خلالها. وتهدف المجلة كذلك إلى تعزيز دراسة اللغة العربية وغيرها من المنتجات الثقافية المكتوبة بالحروف العربية (كالفارسية والتركية العثمانية والأردية)، والمنتجات المتعلقة بغير المسلمين في الأراضي الإسلامية (هذا يشمل على سبيل المثال الدراسات البحثية حول وثائق الجينيزا التي تتحول إلى الإنسانيات الرقمية)، بالإضافة إلى المواد الإسلامية التي ولدت رقميًا أو أعيد تنسيقها رقميًا. وبذلك تسهم المجلة في تقديم أدوات مبتكرة وتطوير طرق بحث تقنية جديدة تساعد في تقديم تحليلات رصينة للغات الشرق الأوسطية والإسلامية والآداب والثقافات والتاريخ بطريقة مدعومة حاسوبيا. وبذا تمثل المجلة مبادرة رائدة في الإنسانيات الرقمية في مجال الدراسات الشرق أوسطية والإسلامية، إلى جانب طرح منصة عبر الإنترنت لإحداث تلاقح وتمازج ما بين الحقول البحثية والمجالات الأكاديمية المختلفة. تُعنى المجلة بنشر مقالاتٍ باللُّغة العربية أو باللُّغة الإنجليزية.
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Individuals are eligible for free access to Research in Integrated STEM Education until 31 December 2024, using access token STEM4U. Click here for more information.
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What does an integrated STEM education curriculum look like in implementation, assessment, and evaluation? The Research in Integrated STEM Education Editors believe that this anchoring idea can contribute to education and research innovations as policy makers and educationist rethink and invent new approaches in education and research to address the broader goal of 21st century education.
The true spirit of STEM education is reflected in the editorial board’s purposeful intent to be inclusive and authentic. This journal aims to offer a professional platform for sharing policy-based, research-based, and practitioner-based insights drawn from the work of diverse STEM stakeholders from pre K-16 levels worldwide so as to concretise ideas about STEM integration and catalyse new ways of conceptualising and enacting STEM integrations.
This journal emphasizes the integration of STEM and aims to preserve the original intent of STEM education by underscoring the integration of at least two (if not all) of the STEM disciplines. Therefore, manuscripts must address STEM as an integration of two of more disciplines with education. The integration of the four STEM disciplines can take various forms and format such as multi-, inter- or trans-disciplinary integration. These can be differentiated in terms of the degree of integration that preserves the unique identity of each discipline (i.e., multi-disciplinary) or merged flexibly to solve a problem using STEM knowledge without clear distinction on which STEM disciplines are being engaged (i.e., trans-disciplinary). The topic of the manuscript must be related to STEM education. Manuscripts that discuss STEM content without discussion on the applications and implications to STEM policy, teaching, learning, or assessment will not be accepted.
For questions and/or submissions please contact the Editors-in-Chief Tang Wee Teo and Merrilyn Goos.
Flyer
What does an integrated STEM education curriculum look like in implementation, assessment, and evaluation? The Research in Integrated STEM Education Editors believe that this anchoring idea can contribute to education and research innovations as policy makers and educationist rethink and invent new approaches in education and research to address the broader goal of 21st century education.
The true spirit of STEM education is reflected in the editorial board’s purposeful intent to be inclusive and authentic. This journal aims to offer a professional platform for sharing policy-based, research-based, and practitioner-based insights drawn from the work of diverse STEM stakeholders from pre K-16 levels worldwide so as to concretise ideas about STEM integration and catalyse new ways of conceptualising and enacting STEM integrations.
This journal emphasizes the integration of STEM and aims to preserve the original intent of STEM education by underscoring the integration of at least two (if not all) of the STEM disciplines. Therefore, manuscripts must address STEM as an integration of two of more disciplines with education. The integration of the four STEM disciplines can take various forms and format such as multi-, inter- or trans-disciplinary integration. These can be differentiated in terms of the degree of integration that preserves the unique identity of each discipline (i.e., multi-disciplinary) or merged flexibly to solve a problem using STEM knowledge without clear distinction on which STEM disciplines are being engaged (i.e., trans-disciplinary). The topic of the manuscript must be related to STEM education. Manuscripts that discuss STEM content without discussion on the applications and implications to STEM policy, teaching, learning, or assessment will not be accepted.
For questions and/or submissions please contact the Editors-in-Chief Tang Wee Teo and Merrilyn Goos.
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The Scottish Educational Review is an open access, international peer reviewed journal publishing research in the field of education. The Journal has a broad interdisciplinary interest and publishes new research articles on theoretical issues and developments, reports of research in progress, and academic articles relating to policy and practice in education.
Today the journal welcomes submissions from across the global research community. The Journal was established in 1968 and its development has been emblematic of the growth and diversity of the field of research in education in Scotland and internationally. The Journal retains a unique place in the Scottish educational landscape while also serving a worldwide audience of researchers.
Today the journal welcomes submissions from across the global research community. The Journal was established in 1968 and its development has been emblematic of the growth and diversity of the field of research in education in Scotland and internationally. The Journal retains a unique place in the Scottish educational landscape while also serving a worldwide audience of researchers.
First year published: 1967 (Volume 1). Last year published: 1977 (Volume 9). As of Volume 10 (1978) Scottish Educational Studies is continued as Scottish Educational Review
A Journal of University-Industry-Government Innovation and Entrepreneurship
2023 Impact Factor: 2,3
5 Year Impact Factor: 2,2
This is a Diamond Open Access journal. Articles are published in Open Access at no cost to the author.
The Triple Helix of university-industry-government relations is an internationally recognized model for understanding entrepreneurship, the changing dynamics of universities, innovation and socio-economic development.
Run by the Triple Helix Association, in collaboration with the Chinese Association for Science of Science and S & T Policy (CASSSP), the aim of the Triple Helix Journal is to publish research for an international audience covering analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions. The objective is to unite key research on the transformations of universities, capitalization of knowledge, translational research, spin-off activities, intellectual property, knowledge and technology transfer, as well as the international bases and dimensions of Triple Helix relations, their impacts, social, economic, political, cultural, health and environmental implications as they arise from and shape Triple Helix interactions.
Open to all innovation authors, the special mission of the journal is to be an international outlet also for innovation scholars from developing countries.
Check out the 2024 Triple Helix Conference (19-21 June 2024)
5 Year Impact Factor: 2,2
This is a Diamond Open Access journal. Articles are published in Open Access at no cost to the author.
The Triple Helix of university-industry-government relations is an internationally recognized model for understanding entrepreneurship, the changing dynamics of universities, innovation and socio-economic development.
Run by the Triple Helix Association, in collaboration with the Chinese Association for Science of Science and S & T Policy (CASSSP), the aim of the Triple Helix Journal is to publish research for an international audience covering analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions. The objective is to unite key research on the transformations of universities, capitalization of knowledge, translational research, spin-off activities, intellectual property, knowledge and technology transfer, as well as the international bases and dimensions of Triple Helix relations, their impacts, social, economic, political, cultural, health and environmental implications as they arise from and shape Triple Helix interactions.
Open to all innovation authors, the special mission of the journal is to be an international outlet also for innovation scholars from developing countries.
Check out the 2024 Triple Helix Conference (19-21 June 2024)
Im Auftrag der Görres-Gesellschaft
Founded in 1925, the "Vierteljahrsschrift für wissenschaftliche Pädagogik" has been well established for decades as a highly respected forum for debates on educational topics. With its distinct focus on the humanities and cultural studies, the journal sees itself as a medium of communicative dialogue, which is able to highlight its distinctive features in comparison with other sciences and to communicate these based on a theoretical and practice-oriented perspective.
In these attempts to clarify and gain understanding from a theoretical perspective, the major focus is on the way the educational process progresses, on those social, cultural, political and unconsciously effective factors and phenomena that are involved as well as on the participants (in their various different contexts). Against the background of anthropological, educational and theoretical as well as methodological perspectives, performative actions and their staging at the intersection of individual, institution, and society are considered, in order to advance, on the one hand, the understanding of pedagogical heterogeneities, and on the other hand, to develop further educational science knowledge.
Clarifications of empirical diversity that are ideologically critical and profoundly founded on theory are aimed to help to understand and differentiate pedagogical contexts in their complexity.
Im Jahr 1925 gegründet, hat sich die Vierteljahrsschrift für wissenschaftli-che Pädagogik seit Jahrzehnten als ein vielbeachtetes Forum erziehungswis-senschaftlicher Diskurse etabliert. Mit ihrer dezidiert geistes- bzw. kulturwis-senschaftlichen Ausrichtung versteht sich das Fachorgan als publizistische Gesprächsform, welche die disziplinä-ren Besonderheiten gegenüber anderen Wissenschaften hervorzuheben und diese in wissenschaftstheoretischer und in handlungspraktischer Perspekti-ve zu kommunizieren weiß. Bei diesen (allgemein) pädagogischen Klärungs- bzw. Verstehensversuchen treten der Prozesscharakter des Erziehungs- und Bildungsvollzugs, die daran beteiligten sozialen, kulturellen, politischen und unbewussten wirksamen Ordnungen und Phänomene sowie die Akteure (in ihren unterschiedlichen Kontexten) in den Mittelpunkt der Analyse.
In these attempts to clarify and gain understanding from a theoretical perspective, the major focus is on the way the educational process progresses, on those social, cultural, political and unconsciously effective factors and phenomena that are involved as well as on the participants (in their various different contexts). Against the background of anthropological, educational and theoretical as well as methodological perspectives, performative actions and their staging at the intersection of individual, institution, and society are considered, in order to advance, on the one hand, the understanding of pedagogical heterogeneities, and on the other hand, to develop further educational science knowledge.
Clarifications of empirical diversity that are ideologically critical and profoundly founded on theory are aimed to help to understand and differentiate pedagogical contexts in their complexity.
Im Jahr 1925 gegründet, hat sich die Vierteljahrsschrift für wissenschaftli-che Pädagogik seit Jahrzehnten als ein vielbeachtetes Forum erziehungswis-senschaftlicher Diskurse etabliert. Mit ihrer dezidiert geistes- bzw. kulturwis-senschaftlichen Ausrichtung versteht sich das Fachorgan als publizistische Gesprächsform, welche die disziplinä-ren Besonderheiten gegenüber anderen Wissenschaften hervorzuheben und diese in wissenschaftstheoretischer und in handlungspraktischer Perspekti-ve zu kommunizieren weiß. Bei diesen (allgemein) pädagogischen Klärungs- bzw. Verstehensversuchen treten der Prozesscharakter des Erziehungs- und Bildungsvollzugs, die daran beteiligten sozialen, kulturellen, politischen und unbewussten wirksamen Ordnungen und Phänomene sowie die Akteure (in ihren unterschiedlichen Kontexten) in den Mittelpunkt der Analyse.
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