History of Education is a UK-based journal that publishes original research in the history of education from all parts of the world. It is associated with the UK History of Education Society. Articles deal with formal and informal education, including – but not restricted to – the history of schooling at all levels, universities, youth movements, adult education, educational ideas and biography, educational reform, and the politics of education. We welcome submissions on all periods of history, including the ancient and medieval worlds.
Our peer-reviewed articles are based on primary source research in the history of education. They embody rigorous research and engage with the historiography of education and often other areas of historical scholarship. The word limit for an Article is 10,000 words. This covers all text in the article, including references.
A regular special section of the journal, ‘ Workspace: Dialogues, Iterations, Provocations’, features articles that examine specific bodies of source material or explore new ways of interpreting the history of education.
The journal also publishes book reviews.
History of Education publishes guest-edited special issues and sections. Recent and forthcoming examples include the following:
‘“Education fever”: Korea from the late nineteenth to the twenty-first century’
‘Education and the life course’
‘Ambivalent histories: education, ‘race’, and the modernisation of settler/colonial governance in Australasia and the Pacific, 1900s–1960s’
‘How cybernetics and constructivism inspired new forms of learning’
‘Cultivating children and youth: transnational explorations of the urban and natural’
‘Bodies and minds in education’
‘Celebration, commemoration and collaboration: milestones in the history of education’
‘Sight, sound and text in the history of education’
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.
Journal metrics
Usage
117K annual downloads/views
Citation metrics
0.4 (2023) Impact Factor
0.6 (2023) 5 year IF
0.8 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
0.000 (2023) SNIP
0.137 (2023) SJR
Speed/acceptance
53 days avg. from submission to first
decision
114 days avg. from submission to first
post-review decision
72 days avg. from acceptance to online
publication
44% 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.
Special Section Editor (formerly Sources & Interpretations Feature Editor):
Geert Thyssen - Western Norway University of Applied Sciences, Norway
Reviews Editor:
Rebecca Swartz - University of the Free State, South Africa
Editorial Board:
Betül Açikgöz - USA Limin Bai - Victoria University of Wellington, New Zealand Nelleke Bakker - University of Groningen, Netherlands Hester Barron - University of Sussex, UK Christina De Bellaigue - University of Oxford, UK Georgina Brewis - UCL Institute of Education, UK Antonio Canales - Universidad Complutense de Madrid, Spain Jeroen Dekker - University of Groningen, Netherlands Matthew Daniel Eddy - University of Durham, UK Barbara Finkelstein - University of Maryland, USA Karin Fischer - University of Orleans, France Rob Freathy - University of Exeter, UK Mona Gleason - University of British Columbia, Canada Lin Li - East China Normal University, China Karin Manz - Fachhochschule Nordwestschweiz, Switzerland Jane Martin - University of Birmingham, UK Kay Morris Matthews - Victoria University of Wellington, New Zealand Jane McDermid - University of Southampton, UK Kevin Myers - University of Birmingham, UK Tom O’Donoghue - University of Western Australia, Australia Desmond Odugu - Lake Forest College, USA Fabio Pruneri - University of Sassari, Italy Deirdre Raftery - University College Dublin, Ireland Parimala Rao - Jawahardal Nehru University, India William Richardson - University of Exeter, UK Rebecca Rogers - University Paris Descartes, France Keiko Sasaki - University of Electro-Communications, Japan Stephanie Spencer - University of Winchester, UK Marc VanOverbeke - Northern Illinois University, USA Diana Vidal - University of Sao Paulo, Brazil Johannes Westberg - Groningen University, Netherlands Kay Whitehead - Flinders University, Australia Ting-Hong Wong - Academia Sinica, Taiwan Tom Woodin - UCL Institute of Education, UK Susannah Wright - Oxford Brookes University, UK Kang Zhao - Zhejiang University, China
Updated 20th December 2022
Abstracting and indexing
History of Education is covered by the Academic Search; Australian Education Index (AEI); British Education Index; EBSCOhost EJS; Education Publishing Company; Educational Research Abstracts online (ERA); Education Resources Information Center ( ERIC); Historical Abstracts and America: History and Life; ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); International Bibliography of the Social Sciences; ITER-Gateway to the Middle Ages & Renaissance; National Database for Research into International Education (NDRI); Research into Higher education abstracts; SCOPUS®; Sociological Abstracts and the Social Sciences Citation Index®.
Open access
History of Education 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.
History of Education Society (HES) is a leading society concerned with the study and teaching of the history of education. HES brings together researchers, teachers, and students interested in research, aiding in the youth movement through teaching and/or public engagement with the history of education.
Become a HES member to join a network of peers with interest in the history of education. Members in the UK and US can receive an individual print subscription to History of Education at a special society member rate.
Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, 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 Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. 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 .
Ready to submit?
Start a new submission or continue a submission in progress
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110831/Subject-Sample-2021-Education.jpg"})