Editorial Policies

Focus and Scope

Reflecting Education is a professional online journal which aims to provide

- opportunities for education practitioners with an interest in any aspect of education to disseminate findings from research and practice-based enquiry on any issue of learning and teaching;
- a resource for professionals involved in educational enquiry and research and
- an interdisciplinary, international forum for evidence-informed discussion and debate about education, for the showcasing of excellent practice as well as for stimulating think-pieces.

The journal welcomes contributions which are of relevance to educators of all phases of education and all types of provision, to educational leaders at all levels, to higher education tutors including teacher educators as well as to policy makers.

In addition to more traditional academic submissions, the journal encourages new forms of professional discourse, for example, in the form of case studies, reflective teacher narratives or reports on personal professional practice. In addition, the use of new modalities is encouraged, for example in the form of video papers.

Reflecting Education particularly welcomes contributions which are evidence-based or innovative, and which show awareness of and critical engagement with current issues of educational practice. Contributions from colleagues following award-bearing professional development programmes, those in the early stages of their careers as well as more experienced practitioners are welcome. The journal particularly welcomes contributions from teachers and relatively inexperienced scholars and, where requested, support will be provided in the preparation of submissions.

 

Section Policies

Editorial

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Introduction

Unchecked Open Submissions Unchecked Indexed Checked Peer Reviewed

Expert Papers

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Practitioner Case Studies

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Articles

Editors
  • Norbert Pachler
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Call for Papers

Editors
  • Norbert Pachler
  • Caroline Wickenden
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

The National Context

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

The Pathfinders

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

The PREEL Projects

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Going Forward: Embedding Evaluation

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed
 

Publication Frequency

Reflecting Education was set up in 2005 and is published once per year. During the lifecycle of the WLE Centre for Excellence, Reflecting Education published two issues per year.

 

Open Access Policy

This journal provides open access to all of its content in order to facilitate the dissemintaion of educational research.

 

Registration and Email Notification

We encourage readers to register. Registration will result in the reader receiving the Table of Contents by email for each new issue of the journal. This list also allows the journal to claim a certain level of support or readership. Registered readers can also comment on journal articles.

Should you want to submit an article for review or indicate your interest in becoming a reviewer, registration is mandatory.

 

Academic and Professional Advisory Board

Ruth Amos, UCL Institute of Education
Andy Ash, UCL Institute of Education
Dr Jacek Brant, UCL Institute of Education
Professor Penny Jane Burke, Roehampton University
Dr Mike Calvert, College of York St. John
Dr Vincent Carpentier, UCL Institute of Education
Keely Cook, Renison University College
Dr Caroline Daly, UCL Institute of Education
Professor Niki Davis, Iowa State University Center for Technology in Learning & Teaching
Professor Peter Earley, UCL Institute of Education
Associate Professor Carol Evans, University of Exeter
Dr Anton Franks, University of Nottingham
Dr John Hardcastle, UCL Institute of Education
Jeremy Hayward, UCL Institute of Education
Stephen Hill, Renison University College
Dr Christine Howell-Richardson
Dr Gwyneth Hughes, UCL Institute of Education
Sheila King, UCL Institute of Education
Professor David Lambert, UCL Institute of Education
Dr Ralph Levinson, UCL Institute of Education
Professor Jane Martin, University of Birmingham
Dr Tristan McCowan, UCL Institute of Education
Professor Gary McCulloch, UCL Institute of Education
Adrian Mee, UCL Institute of Education,
Helen Mitchell, University of East London
Professor Alex Moore, UCL Institute of Education
Professor Candia Morgan, UCL Institute of Education
Christine Morgan, Renison University College
Dr Jane Perryman, UCL Institute of Education
Professor Christina Preston, MirandaNet
Ana Redondo, UoB
Fiona Rodger, UCL Institute of Education
Professor Shirley Simon, UCL Institute of Education
Dr Stephanie Spencer, University of Winchester
Prof Hugh Starkey, UCL Institute of Education
Dr Karen Turner, UCL Institute of Education
Anne Turvey, UCL Institute of Education
Dr Adam Unwin, UCL Institute of Education
Professor Rupert Wegerif, University of Exeter
Tom Woodin, UCL Institute of Education
Dr John Yandell, UCL Institute of Education



Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082