European Journal of Education
© John Wiley & Sons Ltd.
Edited By: Richard Desjardins and Jean Gordon
Impact Factor: 0.329
ISI Journal Citation Reports © Ranking: 2013: 180/219 (Education & Educational Research)
Online ISSN: 1465-3435
Reasons to Read EJE
EJE is an international, peer reviewed journal that presents high quality, recent research and policy analysis with a primary focus on Europe, placed in an international perspective. The Journal publishes the results of European research projects and explores key topics of concern to policy makers and international organisations in Europe and further afield. The Editorial Board brings together academics and policy analysts from different European countries and major international organisations. There is a also network of distinguished Editorial Correspondents who advise the Joint Editors and the Board.
EJE is a thematic journal. Part I of each issue contains 5 to 8 articles around a selected theme presenting a range of perspectives and research on the topic under analysis and the key issues for future research and policy. The Guest Editors are acknowledged experts in their field. Themes are identified by the board, they come from European-funded research projects or are based on conferences and seminars. They are proposed by board members, editorial correspondents or other colleagues from all over Europe.
EJE is the only European journal publishing about education matters that covers a broad spectrum in education, aiming to build bridges between research and policy and to address issues of concern to the different levels and types of education, transversal topics and ‘big issues’ for policy agendas. This includes an active and on-going discussion of the EU education policy.
The Journal actively seeks to partner with organisations (e.g. universities, foundations, international organisations) with a view to organising seminars on topical or futures themes that make it possible to bring together an international network of people from academia, policy, government, international organisations, foundations, education providers, etc. Readership: academics, policy analysts, students of education sciences, teachers (HE, school, VET, adult learning), work-based learning practitioners, project and programme managers and action-researchers, international organizations.