Educational Review is a leading research journal for generic educational scholarship. For over 75 years it has offered cutting-edge scholarly analyses of global issues in all phases of education, formal and informal, in order to rethink and shape the future of education. It publishes peer-reviewed papers from international contributors across a range of education fields and/or perspectives within and across different socio-political contexts and geographical locations.
Articles offer original insights into:
childhood
communities
curriculum construction and critique
equity and inclusion
international and comparative education
leadership
the learning experiences of adults, children and young people around the world
parental involvement
pedagogy
policy
the politics of education
practice
professional lives and work
teachers/teaching
theory and methods for conducting educational research.
Perspectives taken include:
geographical
historical
philosophical
psychological
sociological.
Readership is aimed at educators, researchers, policy makers, and many others with an interest in education.
The editor welcomes high quality, original articles that fall within the above scope, especially those that encourage and enhance debate on a strong social justice agenda and critical enquiry in education, besides innovative new theoretical and methodological scholarship. To this end, the journal, supported by Taylor & Francis, offers an annual “Article of the Year” Award in recognition of outstanding contributions in this area.
A regular feature of the journal is state-of-the-art review articles that critically analyse existing educational research in order to: a) evaluate the effectiveness of methodologies, philosophies, theories and the implications of findings of the original research; b) identify gaps in the literature and possible avenues for future research to address these in a boundary-pushing way ; c) offer new insights into the topic, for instance using the research synthesis to advance a new model or perspective that can be utilised in future studies.
An extensive range of recently published books is reviewed, showcasing and critically engaging with the latest educational research from a variety of international authors and publishers. The journal is committed to supporting the development of newer researchers, offering publication opportunities and editorial support through the “ Influential Readers” book review series in addition to the above submission types.
The editorial board invites proposals for special issues on topics of the utmost relevance to the journal’s international, generalist readership, as well as commissioning them.
Authors are strongly encouraged to consult the Instructions for Authors for guidance on how to prepare manuscripts and information on how to submit an article.
The journal offers seven issues per year.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
62 days avg. from submission to first
post-review decision
25 days avg. from acceptance to online
publication
11% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Executive Editor: Professor Jane Martin - University of Birmingham, UK
Associate Editors: Tarek Mostafa – University of Birmingham, UK Saba Hussain – University of Birmingham, UK
Book Review Editor: Dr Marion Bowl - University of Birmingham, UK
Journal Manager: Dr Gemma Banks -University of Birmingham, UK
Editorial Assistant: Lindsey Towers - University of Birmingham, UK
Editorial Board: Sarah Aiston -Teesside University, UK Julie Allan - University of Birmingham, UK Keri Facer - University of Bristol, UK Amber Fensham-Smith - The Open University, UK Louise Gazeley - University of Sussex, UK Karen Guldberg - University of Birmingham, UK Tom Harrison - University of Birmingham, UK Rita Hordosy - University of Nottingham, UK David James – Cardiff University, UK Laurence Lessard-Phillips - University of Birmingham, UK Adam Matthews - University of Birmingham, UK Uvanney Maylor - University of Bedfordshire, UK Ian McGimpsey - University of Birmingham, UK Rebecca Morris - University of Warwick, UK Moses Oketch - University College London, UK Nadia Siddiqui - Durham University, UK Gary Thomas - University of Birmingham, UK
International Advisory Board: Nafsika Alexiadou - Umeå University, Sweden Michael Apple - University of Wisconsin, Madison, US Faisal Bari - Lahore University of Management Sciences, Pakistan Poonam Batra - University of Delhi, India Dennis Beach - University of Gothenburg, Sweden Philippe Bongrand - Cergy-Pontoise University, France Ian Falk - Indonesian Biosecurity Foundation, Indonesia Tanya Fitzgerald - University of Western Australia, Australia Anna-Maria Fjellman - University of Gothenburg, Sweden Jo Fletcher - University of Canterbury, New Zealand Guopeng Fu - East China Normal University, China Andy Gao - University of New South Wales, Australia Luís Armando Gandin - Universidade Federal do Rio Grande do Sul, Brazil Philip Hallinger - Mahidol University, Thailand, and University of Johannesburg, South Africa Garry Hornby - University of the West Indies Elisabeth Hovdhaugen - Nordic Institute for Studies in Innovation Research and Education Judith Kalman - Centro de Investigacion y Estudios Avanzados del IPN, Mexico City Nese Kinikoglu - Istanbul Medeniyet University, Turkey Andrew Loxley - Trinity College Dublin, Ireland Mbulugeni Madiba - University of Cape Town, South Africa Wayne Martino - University of Western Ontario, Canada Noel McGinn - Harvard University Graduate School of Education, USA David Menendez Alvarez-Hevia - University of Oviedo, Spain Teboho Moja - New York University, USA Geraldine Mooney Simmie - University of Limerick, Republic of Ireland Juan Manuel Moreno - The National Distance Education University (UNED), Spain Eszter Neumann - Hungarian Academy of Sciences, Hungary Adam Poole -Education University of Hong Kong, Hong Kong Gerard Postiglione - University of Hong Kong Mythili Ramchand - Tata Institute of Social Sciences, India Jina Ro - Sungkyunkwan University, Republic of Korea Lisa Rosen - University of Kaiserslautern-Landau, Germany Charol Shakeshaft - Virginia Commonwealth University, US Madina Tynybayeva - Y. National Academy of Education named after Altynsarin, Kazakhstan Guido Walraven - Inholland University of Applied Science, Netherlands Miri Yemini - Tel Aviv University, Israel
Abstracting and indexing
Educational Review is covered by Academic Search; Australian Research Council (ARC) Ranked Journal List; British Education Index; Child Development Abstracts; Current Contents Social & Behavioral Sciences; EBSCO Online; EBSCO CD Rom Database; Education Index; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); FRANCIS; International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (IBR); International Bibliography of the Social Sciences (IBSS); Language and Linguistics Behavior Abstracts; Psychological Abstracts; Research into Higher Education Abstracts; SCOPUS®; Social Sciences Citation Index and Sociological Abstracts.
Open access
Educational Review is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
The University of Birmingham is a prestigious Russell Group University based in the UK and is committed to sharing expertise through remarkable teaching and global research. The School of Education is a centre of excellence for education and teaching for both educational practice and policy across the world.
Educational Review is a key journal for academic research and scholarship from The School of Education at The University of Birmingham. The school also publishes:
Educational Review and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Educational Review and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Educational Review and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Educational Review and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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