Journal Guide

Learned Publishing is the journal of the Association of Learned and Professional Society Publishers, published in collaboration with the Society for Scholarly Publishing. The journal is published quarterly in January/April/July/October.

Learning & Behavior presents experimental and theoretical contributions and critical reviews concerning fundamental processes of learning and behavior in nonhuman and human animals. Topics covered include sensation, perception, conditioning, learning, attention, memory, motivation, emotion, development, social behavior, and comparative investigations. Formerly entitled Animal Learning & Behavior, this journal is a publication of the Psychonomic Society.

The neurobiology of learning and memory is entering a new interdisciplinary era. Advances in neuropsychology have identified regions of brain tissue that are critical for certain types of function. Electrophysiological techniques have revealed behavioral correlates of neuronal activity. Studies of synaptic plasticity suggest that some mechanisms of memory formation may resemble those of neural development. And molecular approaches have identified genes with patterns of expression that influence behavior. It is clear that future progress depends on interdisciplinary investigations. The current literature of learning and memory is large but fragmented. Until now, there has been no single journal devoted to this area of study and no dominant journal that demands attention by serious workers in the area, regardless of specialty. Learning & Memory provides a forum for these investigations in the form of research papers and review articles.

Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.

Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments.

The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc. The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal.

A wide range of qualitative and quantitative methods for studying learning enviromnents, and the combination of qualitative and quantitative methods, are strongly encouraged.

The journal has an affiliation with the American Educational Research Association's Special Interest Group on the Study of Learning Environments. However, having Regional Editors and an Editorial Board from around the world ensures that LER is a truly international journal.

Learning Health Systems (LHS) is an international, open access, peer-reviewed journal published in collaboration with the University of Michigan. With a goal of advancing the interdisciplinary area of learning health systems, the journal promotes research, scholarship, and dialogue focused on theory, complex issues, conceptual syntheses, education models and more. LHS seeks to achieve continuous rapid improvement in health and healthcare and to transform organizational practice. The journal includes research reports, experience reports, technical reports, policy analyses, briefs and commentaries.

Learning and Individual Differences is a research journal devoted to publishing articles that make a substantial contribution to an understanding of individual differences within an educational context.Learning and Individual Differences publishes the following types of articles:• Standard Papers - reporting original research• Technical Reports - on methods, techniques and apparatus of general interest• Essay Reviews - short reviews on topical subjects of general interest• Forum Papers - short articles presenting new ideas, or responses to published material - with a hope of stimulating debate.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.Membership BenefitsMembers of the European Association for Research on Learning and Instruction (EARLI) receive online access to Learning and Instruction for free as a member benefit.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Learning and Teaching in Higher Education: Gulf Perspectives is a peer reviewed, Open Access journal, which focuses on all aspects of Higher Education research with a regional focus on the Gulf, but with global relevance and readership. Access all previous issues of the journal here: http://lthe.zu.ac.ae/index.php/lthehome/index.

The journal of the European Association for Research on Learning and Instruction (EARLI)
Learning in Context offers opportunities to disseminate relevant research on teaching and on learning, as evidenced through the experiences and perspectives of key actors and participants.   We welcome studies originating from contexts across the lifecourse, ranging from formal school settings, higher education, workplace settings, and informal learning situations.  The emphasis is on situated accounts of individual, institutional, cultural, and societal dimensions of learning.   This may address the processes of teaching and learning, and in particular, the relations, dynamics and temporality in such processes.

The journal welcomes studies which report empirical research and theoretical analyses, including those adopting interdisciplinary frameworks. The journal creates space for dissemination of high-quality studies on learning and teaching that employ qualitative approaches (narrative, interaction, discursive analyses, phenomenography, grounded theory, case studies, design-based research; formative interventions etc.) and mixed method studies.

Before submitting an article to Learning in Context, please check that your article is in line with the Aims and Scope. Articles may be up to 10,000 words (excluding references and appendices) to allow for the greater number of words required to report qualitative research with rigour. However, we do also expect authors to write succinctly. Please also read the Learning in Context Guiding Principles for Qualitative Research. We recognise the diversity of ways of researching using qualitative research methods but feel these principles reflect a common set of expectations which maintain the integrity and rigour of research reporting. Each article must be accompanied by a CRediT statement, using the guidance here. Finally, please make sure that you have read the full Guide for Authors, particularly the guidance on Ethics, Change of Authorship, and the use of inclusive language.