CURRICULUM INQUIRY is a prestigious academic journal published by Taylor & Francis Ltd, focusing on the dynamic field of education. Since its inception in 1976, this journal has served as a critical platform for researchers and practitioners alike to explore and interrogate various aspects of curriculum development and implementation. With an impressive Scopus ranking placing it at #502 out of 1543 in the Social Sciences Education category, it stands in the 67th percentile of its peers, reflecting its significant impact and relevance in the education sector. The journal is categorized in the Q2 quartile, further demonstrating its scholarly importance. Although it does not currently offer Open Access, CURRICULUM INQUIRY remains dedicated to advancing the discourse surrounding educational practices through rigorous peer-reviewed articles, critical reviews, and innovative research findings. Positioned for continued excellence through 2024 and beyond, this journal is essential reading for educators, policy-makers, and students invested in curriculum studies. For more information, readers can explore its comprehensive collections designed to stimulate critical thinking and pedagogical innovation.

GIST-Education and Learning Research Journal, published by INST UNIV COLOMBO AMERICANA-UNICA, stands as a prominent vessel for the dissemination of scholarly research in the field of education and learning. Since its inception in 2007, this open access journal has championed the free exchange of knowledge, allowing researchers, educators, and students from around the globe to contribute to and benefit from the latest findings and practices in educational theory and methodology. With its commitment to enhancing educational practices and influencing policy through rigorous research, GIST-Education and Learning Research Journal invites submissions that explore innovative teaching strategies, learning technologies, educational psychology, and related fields. Its accessibility and dedication to quality research make it an invaluable resource for anyone invested in the improvement of educational outcomes.

JOURNAL OF ADOLESCENT & ADULT LITERACY is a prestigious publication dedicated to the exploration and enhancement of literacy education for adolescents and adults. Published by Wiley, this journal holds an important position in the educational research landscape, marked by its Q2 ranking in Education for 2023, reflecting its commitment to high-quality scholarship. With an ISSN of 1081-3004 and an E-ISSN of 1936-2706, this journal serves as an essential resource for educators, researchers, and policy-makers in understanding literacy development, instructional practices, and the sociocultural factors influencing literacy. Covering a comprehensive timeline from 1995 to 2024, the journal is well-known for its rigorous peer-reviewed articles, providing insights into innovative practices and empirical research that support literacy advancement. Located in the United States, with its headquarters at 111 RIVER ST, HOBOKEN 07030-5774, NJ, the journal does not offer open access but remains an invaluable asset for stakeholders in the realm of education, encouraging discourse and collaboration to foster literacy in diverse and dynamic contexts.

READING TEACHER is a premier journal dedicated to the field of literacy and language education, published by Wiley. With a robust impact factor and a distinguished Q1 ranking in Linguistics and Language, this highly regarded journal serves as an essential resource for educators, researchers, and students aiming to enhance reading instruction and literacy development. The journal covers a broad range of topics within the domain of language and literacy, offering insights into innovative teaching methodologies, research on reading behaviors, and best practices for educational engagement. As the field continues to evolve, READING TEACHER remains committed to advancing scholarship through rigorous peer-reviewed research. Researchers and practitioners can access articles from the journal to stay updated on the latest findings and trends shaping literacy education. For those engaged in the critical study of language acquisition and reading instruction, READING TEACHER is an invaluable part of their academic journey.

Journal of Early Childhood Literacy, published by SAGE PUBLICATIONS LTD, is a leading international journal dedicated to the exploration and dissemination of research in the field of early childhood literacy. With a robust impact factor and a distinguished ranking in the Q1 category of Education, this journal is at the forefront of publishing innovative studies and theoretical frameworks that shape literacy practices and policies for young learners. Operating from its base in the United Kingdom, it serves as a crucial platform for researchers, educators, and practitioners alike, providing insights into literacy development, pedagogical strategies, and the socio-cultural contexts affecting literacy acquisition. Researchers can access a wealth of articles that reflect the journal’s commitment to advancing knowledge and understanding in early childhood literacy, making it an essential resource for anyone dedicated to fostering literacy in the formative years. The journal has consistently maintained a strong reputation, ranking in the top 82nd percentile among its peers in Social Sciences - Education according to Scopus metrics. Engage with the vibrant discourse and contribute to the evolving landscape of early literacy by exploring the latest findings published in the Journal of Early Childhood Literacy.

Language and Literacy is an esteemed journal published by LANGUAGE & LITERACY RESEARCHERS CANADA, focusing on the vital intersections of language acquisition and literacy development. With a commitment to open access since 1999, this journal provides a platform for researchers and practitioners to share innovative findings and pedagogical insights that enhance the understanding of language and literacy in various educational contexts. The journal aims to foster a dialogue among educators, researchers, and policy makers by disseminating high-quality research and facilitating discussions on best practices. Recognized for its contributions to the field, Language and Literacy serves as an indispensable resource for those dedicated to improving literacy outcomes and language education globally. Based in Victoria, BC, Canada, it invites submissions that explore theoretical frameworks, empirical studies, and applied research, thereby enriching the academic community’s knowledge base.

Teachers and Teaching is a premier scholarly journal published by Routledge Journals, Taylor & Francis Ltd, providing an essential platform for researchers, educators, and practitioners in the fields of Education and Arts and Humanities. With an editorial focus on the dynamics of teaching and learning, the journal aims to share innovative research and insightful discussions that enhance pedagogical practices and policy development. Notably, it has achieved a Q1 ranking in both the Arts and Humanities and Education categories, signifying its impact and relevance in educational research, as reflected in its Scopus rankings, with an 84th percentile for Arts and Humanities and a 76th percentile in Education. Although it does not offer open access, the journal provides extensive access options for libraries and institutions, making its rich content available to a wide audience. Spanning from 1995 to 2024, Teachers and Teaching continues to set the standard for high-quality scholarship in the evolving landscape of education, inviting contributions that explore challenges and innovations in teaching methodologies.

Welcome to the Journal for Multicultural Education, an esteemed publication by Emerald Group Publishing Ltd, dedicated to advancing knowledge and practice in the dynamic fields of Cultural Studies, Education, and Linguistics. Since its inception in 2014, this journal has established itself as a leading forum for research, reflection, and discourse, addressing the multifaceted experiences of diverse cultures in educational contexts. With a commendable Scopus Rank placing it in the 87th percentile for Cultural Studies, the journal is positioned in the Q1 quartile, making it a premier outlet for scholars and practitioners looking to contribute to and engage with cutting-edge research. Our commitment to fostering an inclusive dialogue on multicultural education equips our readers with innovative strategies and insights essential for navigating today’s globalized society. While the journal operates under standard access provisions, we invite researchers, educators, and students alike to explore the rich tapestry of scholarly works published within these pages, and partake in a vibrant community dedicated to transformative education.

COMPUTERS & EDUCATION is a prestigious journal published by Pergamon-Elsevier Science Ltd, dedicated to advancing the understanding of the interplay between computer technology and education. With a remarkable impact factor and ranking in the Q1 category for both Computer Science and Education, this journal stands out in delivering high-quality research and innovative insights into e-learning practices. Covering a broad spectrum of topics from digital learning tools to the integration of technology in educational contexts, it serves as an essential resource for researchers, educators, and policymakers alike. Since its inception in 1976, COMPUTERS & EDUCATION has provided a platform for scholarly discussions, shaping the future of technology-enhanced learning. The journal is based in the UK, and while it does not currently offer Open Access, it remains a vital contributor to the field through its extensive publication history, converging research until 2024.

Cultural Studies of Science Education, published by Springer, is a leading journal in the field of cultural studies, with a specific focus on the intersection of science education and cultural analysis. With an ISSN of 1871-1502 and an E-ISSN of 1871-1510, this journal has demonstrated its commitment to high-quality research, evidenced by its impressive Q1 ranking in 2023 within the Cultural Studies category and a notable position in the 93rd percentile in Scopus Ranks for Social Sciences. Covering a wide array of interdisciplinary topics, the journal seeks to advance the understanding of how scientific knowledge and education are shaped by cultural contexts, making it a vital resource for researchers, educators, and policy makers. Operating from the Netherlands, the journal embraces an open access philosophy to ensure that cutting-edge research is accessible to all, fostering collaboration and innovation in the field. As we converge years from 2006 to 2024, Cultural Studies of Science Education continues to explore critical issues and innovative methodologies, aiming to inspire and inform the next generation of scholars and practitioners.