Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education.

The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners.

Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.

The wide coverage allows discussion of topical issues and policies affecting education institutions worldwide. Subjects Educational Research has recently covered include:

• assessment
• education policy
• students' attitudes
• study support
• social deprivation
• special educational needs
• school culture
• teachers' image of themselves
• bullying

Information on Structured Abstracts

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.

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