International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education.
 
The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective. Articles about student-level issues are as welcome as discussions of classroom-, school-, or country-level issues, or of the interrelations between these levels. Papers may address fundamental studies as well as evaluation studies, provided that they pertain to matters of worldwide relevance, and that they link research and educational practice.

The journal is also eclectic in its methodological approach. A wide range of quantitative and qualitative methods, and the combination of quantitative and qualitative methods, are strongly encouraged. The journal also invites review articles, meta-analyses, and position papers.

The journal has a strong record of publishing special issues. The editor welcomes suggestions for issues dedicated to a particular theme.

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 makes 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.