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Perspectives in Education is a journal covering the technologies/fields/categories related to Education (Q4), It is published by University of Pretoria, The overall rank of Perspectives in Education is 20483, According to SCImago Journal Rank (SJR), this journal is ranked 0.162,

1. SCImago Journal Rank is an indicator, which measures the scientific influence of journals.
2. It considers the number of citations received by a journal and the importance of the journals from where these citations come.
3. SJR acts as an alternative to the Journal Impact Factor (or an average number of citations received in last 2 years).

This journal has an h-index of 23, The best quartile for this journal is Q4, The ISSN of Perspectives in Education journal is 2582236, An International Standard Serial Number (ISSN) is a unique code of 8 digits. It is used for the recognition of journals, newspapers, periodicals, and magazines in all kind of forms, be it print-media or electronic.
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What is perspective in Education?

Perspectives in Education (PiE) is is a fully open access journal, which means that all articles are freely available on the internet immediately upon publication. PiE is also a professional, peer-reviewed journal that encourages the submission of previously unpublished articles on contemporary educational issues.

1. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debate on a wide range of topics.
2. PiE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to), ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethno-methodology, social and educational critique, phenomenology, deconstruction, and genealogy.

Debates on epistemology, methodology or ethics, from a range of perspectives including post-positivism, interpretivism, constructivism, critical theory, feminism and post-modernism are also invited. PiE seeks to stimulate important dialogue and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and universities of technology in South Africa and beyond.
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What is the Journal of Education?

The Journal of Education ( ISSN 0022-0574 ) is an academic journal, published by SAGE Publishing on behalf of the Boston University Wheelock College of Education & Human Development, with Hardin Coleman as its editor-in-chief. It bills itself as “the oldest educational publication in the country”.
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Is Frontiers in Education a good journal?

The overall rank of Frontiers in Education is 8589, According to SCImago Journal Rank (SJR), this journal is ranked 0.579, SCImago Journal Rank is an indicator, which measures the scientific influence of journals. It considers the number of citations received by a journal and the importance of the journals from where these citations come.
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Is Education journal peer-reviewed?

Educational Research, the journal of the NFER, is an international peer-reviewed research journal. Since its inception in 1958, it has contributed as a leading international forum for informed thinking on all issues of contemporary concern in education.

• Educational Research is committed to publishing research of interest to academics, researchers and those involved with mediating research findings to policymakers and practitioners.
• The journal presents research in a way that is accessible for the educational reader who may not share an author’s particular specialism or context.

Special Issue of Educational Research – Volume 63 Issue 1: Changing times, changing assessments: international perspectives

Guest editor: Liz Twist, NFER Free online access to editorial

Containing original research studies from authors based in ten countries across five continents, Educational Research’s new Special Issue presents an in-depth, international exploration of educational assessment at a time of change. Whilst each of the eight papers in the Issue contributes its own unique, contextualised research story of assessment and change, the connections between the papers provide further illumination of key themes in educational assessment, including: measurement of 21 st century competencies, assessment literacy, formative assessment, teacher agency, and equity and assessment.

1. In her editorial, Liz Twist introduces the papers in the collection by reflecting on the topics, questions and challenges in assessment that resonate through the articles, providing insight into contemporary experiences of assessment at system, school and classroom level.
2. With studies ranging from a small-scale investigation of classroom assessment in Australia, through to a report of large-scale survey development in Japan, there is much in this Special Issue to engage educators, policymakers and researchers within the global educational community who share an interest in assessment.

Previous Special Issues

Special Issue of Educational Research: September 2018 (Volume 60 Issue 3) – Randomised Controlled Trials (RCTs) in education research – methodological debates, questions, challenges

Guest editors: Dr Ben Styles, NFER and Professor Carole Torgerson, Durham University Free online access to editorial

Special Issue of Educational Research: June 2017 (Volume 59 Issue 2) – Evidence-informed practice in education: meanings and applications

Guest editors: Dr Julie Nelson, NFER, and Professor Carol Campbell, University of Toronto Free online access to editorial

Special Issue of Educational Research: June 2016 (Volume 58 Issue 2) – International policy borrowing and evidence-based educational policy making: relationships and tensions

Guest editors: Newman Burdett, Bethan Burge and Sharon O’Donnell Free online access to editorial

Journal Information Editors

Frances Brill, National Foundation for Educational Research, UK Felicity Fletcher-Campbell, The Open University, UK

Journal Administrator

Janine Stevens, National Foundation for Educational Research, UK

Editorial Assistant

Catherine Higginson, National Foundation for Educational Research, UK

Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two anonymous referees. Educational Research is edited at NFER and published by Routledge Taylor & Francis Group.
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Grady A. Lowry