Tallózó

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Publishes research and book reviews on the history of education, including formal and informal education systems, comparative education, policy and pedagogy.

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An impressive archive of articles on various issues of language teaching and methodology as well as practical exercises aimed at primary kids, secondary teenagers and adult learners.

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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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