Research Papers in Education

期刊简介：Empirical studies that present and analyse a substantial corpus of new data and that engage with theory. Critical and/or comparative analyses of regional, national or supranational education policy. Articles that seek to develop new theory or concepts, including ‘think pieces’ that break new ground in the understanding of education. Systematic or critical reviews of the literature that develop new empirical, theoretical or conceptual insights. Meta-analyses that offer new insight by synthesising the findings of multiple quantitative studies. Studies with limited scope to generate substantial new knowledge – e.g. small-scale enquiries, pilot work, , simple surveys or descriptive case studies. Studies that do not adequately establish their originality or significance to practitioners or policymakers. Articles with insufficient or unclear methodological explanation, including sampling and data collection approaches, or those that lack a discussion of ethical implications. Quantitative studies that are purely descriptive and that do not critically engage with theory and/or develop new theorisation. Quantitative studies that are inaccessible to a general readership or that lack adequate explanation of the analytical techniques used. Literature reviews or bibliometric studies that summarise literature without demonstrating a clear additional contribution to policy, practice or theory. Studies that we do not feel are relevant to our international readership or that are inaccessibly written.

【译文】呈现和分析大量新数据并与理论相结合的实证研究。对区域、国家或超国家教育政策的批判性和/或比较分析。寻求发展新理论或概念的文章，包括在理解教育方面开辟新天地的“思考片段”。对文献进行系统的或批判性的评论，以发展新的经验、理论或概念见解。荟萃分析通过综合多项定量研究的结果提供新的见解。产生大量新知识的范围有限的研究——例如小规模调查、试点工作、简单调查或描述性案例研究。研究没有充分证明其独创性或对从业者或政策制定者的意义。方法解释不充分或不明确的文章，包括抽样和数据收集方法，或者缺乏对伦理影响的讨论。纯粹是描述性的定量研究，不批判性地参与理论和/或发展新的理论。一般读者无法理解或缺乏对所用分析技术的充分解释的定量研究。文献综述或文献计量研究总结文献，但没有证明对政策、实践或理论有明确的额外贡献。我们认为与我们的国际读者无关或难以理解的研究。