Educational Review is a leading journal for generic educational research and scholarship. For over half a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education.

The editors welcome informed papers from new and established scholars which encourage and enhance academic debate. The journal offers four editions a year; three editions publish non-commissioned papers and one special issue focuses on specific themes.  The Board invites proposals for special editions as well as commissioning them.

A regular feature of the journal is state-of-the-art reviews on issues across the educational spectrum. An extensive range of recently published books is reviewed. Readership is aimed at educationists, researchers, and policy makers.

 

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Taylor & Francis and The Editors of Educational Review make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and The Editors of Educational Review and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and The Editors of Educational Review.