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Beijing International Review of Education

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.

Triple Helix

A Journal of University-Industry-Government Innovation and Entrepreneurship

Editor-in-Chief Henry Etzkowitz

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.

The aim of the 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.

Vierteljahrsschrift für wissenschaftliche Pädagogik

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.