Educational Policy (EPX) focuses on the practical consequences of educational policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field. Educational Policy blends the best of educational research with the world of practice, making it a valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students.
Journal of Educational Change
The Journal of Educational Change publishes important ideas and evidence of educational change. It investigates how men and women, older and younger teachers, students, parents, and others experience change. It also examines the social, economic, cultural, and political forces driving educational change. While presenting the positive aspects of change, the journal raises many challenging questions about educational change as well.
Journal of Professional Capital and Community
The Journal of Professional Capital and Community is an international, professionally refereed, scholarly journal, reflecting the most important ideas and evidence of the nature and impact of interactions and relationships in the educational profession. The journal addresses how professional communities, teams and networks are created and developed, how they evolve over time, how they can become sustainable, and how they impact the quality of teaching and learning. The journal identifies the factors that build professional capital in education and enable it to circulate in ways that benefit professional practice. It also analyzes the leadership and reform strategies that either enforce or deplete professional capital, networks, and communities and their impact on teacher practices and student outcomes.
International Journal for Research in Learning Disabilities
The International Journal for Research in Learning Disabilities (IJRLD), a peer-reviewed annual journal, is founded and sponsored by the International Academy for Research in Learning Disabilities (IARLD). We seek to provide scholars the best in research, theory, and methodology and to inform professionals in the field of learning disabilities. Subscribers on five continents are informed by current and emerging leaders in the field of Learning Disabilities. The IJRLD is a true international resource on learning disabilities and a prestigious medium for exchanging scholarship in the field. The IJRLD embodies the Academy's mission to promote international and interdisciplinary exchange of information.
International Journal of Transitional Justice
Editors-in-chief: M. Brinton Lykes, Boston College
Hugo van der Merwe, Centre for the Study of Violence & Reconciliation
In the past two decades, countries emerging from divided histories have increasingly incorporated transitional justice mechanisms in order to uncover and deal with crimes of the past. Transitional justice (TJ) is defined broadly so as to engage with a wide spectrum of civil society and government initiatives. While truth seeking is perhaps the most commonly known instrument of transitional justice and increasingly regularized, TJ is a recognized field of policy expertise, research and law, and an academic discipline in its own right that continues to grow and evolve in concept, scope and interdisciplinarity. The International Journal of Transitional Justice seeks to respond to this dynamic growth by publishing articles from a range of fields and disciplines that encourage conversation and debate between diverse perspectives and methodologies. The IJTJ thus serves as both a vehicle for research and as a point of dialogue between activists, practitioners and academics. This dialogue is promoted by the format and structure of the journal. In addition to regular length articles, the journal has a section entitled 'Notes from the Field' which carries shorter practitioner focused articles, interviews, discussion papers, responses to earlier articles, practitioners' reflections, creative writing and the presentation of new data.