School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary and secondary 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. School Effectiveness and School Improvement 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 (except single 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.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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