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in education is a peer-reviewed, open access journal based in the Faculty of Education at the University of Regina, in Saskatchewan, Canada. The journal has been in existence since 1993, but published its first issue as an online journal in December of 2009. The editorial board invites scholarly articles and reviews of works that explore ideas in teacher education, as well as broader and more inclusive discussions in education. We envision works that augment the latitude and significance of the idea of education, while acknowledging the ubiquitous growth of the digital arts and sciences in the everyday practice of life and how that might (in)form notions of formal and informal education. We encourage the submission of high quality works that travel across the qualitative and quantitative research landscape engendering conversations in thoughtful and innovative ways. This may include, but is not limited to, works in the following areas: ethnography, poststructuralist, postmodern and postcolonial approaches, queer theory, arts-based research, bricolage, narrative inquiry, autoethnography, critical theory, phenomenology, hermeneutics, or mixed methods.

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InteractionseScholarship initiative of the California Digital Library, , edited and managed by graduate students, and published twice yearly with funding provided by the UCLA Graduate Students Association and the Graduate School of Education and Information Studies (GSE&IS). Founded in 2004 by doctoral students from the UCLA GSE&IS, Interactions is a peer-reviewed, open access journal committed to the promotion of interdisciplinary and inclusive scholarship. The journal brings together senior and emerging scholars, activists, educators, and professionals whose work covers a broad range of theory and practice. Our publication’s authors foster an open and critical dialogue with readers and colleagues through applying diverse social justice frameworks to the discussion of pressing issues in the fields of education and information.

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At the 2014 AGM a decision was made to change the name of our regional society from the Australian and New Zealand Comparative and International Education Society (ANZCIES) to one more representative of the region within which our society exists, and more inclusive of educationists from the many countries within Oceania. A subsequent survey of members views on the replacement name indicated a majority preference for OCIES, the Oceania Comparative and International Education Society.

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International Education Studies (IES) is an international, double-blind peer-reviewed, open-access journal indexed by AcademicKeys, Academic Journals Database, ACNP, BASE, CNKI, Electronic Journals Library, Educational Research Abstracts, ERA, ERIC, Genamics JournalSeek, GETIT@YALE (Yale University Library), Google Scholar, Harvard Library E-Journals, JournalTOCs, Lockss, MIAR, Mir@bel, NewJour, OAJI, Open J-Gate, PBN, PKP Open Archives Harvester, Publons, ResearchGate, ROAD, Technische Informationsbibliothek (TIB), The Keepers Registry, Ulrichs, Universe Digital Library, VOCEDplus and other databases. This journal is published bimonthly by the Canadian Center of Science and Education in both print and online versions. The online version is free to access and download. The journal publishes original research papers, case reports, and review articles.

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International Electronic Journal of Elementary Education is an international, multi-disciplinary, peer-reviewed, open-access journal that is online publishes five times in a year. IEJEE aims to provide a platform for the publication of the most advanced high-quality research in the areas of learning, development, instruction, and teaching at elementary level. IEJEE provides immediate open access to its content on the principle that making research freely available to the public to support a greater global exchange of knowledge.

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