Journal Details

School Effectiveness and School Improvement - An International Journal of Research, Policy and Practice

School Effectiveness and School Improvement

An International Journal of Research, Policy and Practice

Published By: Routledge
Volume Number: 21
Frequency: 4 issues per year
Print ISSN: 0924-3453
Online ISSN: 1744-5124

Aims & Scope

2008 Impact Factor: 0.658
Ranking: 63/112 (Education & Educational Research)
© Thomson Reuters, Journal Citation Reports 2009
 

School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools.

The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to:

  • Effective pedagogy
  • Classroom climate
  • School ethos and leadership
  • School improvement and reform programmes
  • Systemwide policy and reform
The journal does not subscribe to any particular methodology, and publishes quantitative, qualitative and mixed methods studies, literature reviews, historical overviews, case studies, theoretical and philosophical material and methodological papers, providing they are relevant to the field of educational effectiveness and demonstrate the rigour expected from a leading education journal.

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. The journal also publishes an annual list of referees in the first issue of each volume.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis 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.