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Cogent Education considers articles in the following sections:
- Curriculum & Teaching Studies
- Data Notes
- Education Policy
- Educational Assessment & Evaluation
- Educational Leadership & Management
- Educational Psychology & Counselling
- Higher Education
- Information & Communications Technology in Education
- Inclusive & Special Education
- International & Comparative Education
- Language Education
- Professional Education & Training
- Religious, Moral and Values Education
- Sociology of Education
- STEM Education
- Student Learning, Childhood & Voices
- Teacher Education & Development
- Arts Education (recently opened, details below)
The Arts Education section welcomes submissions from diverse global contexts that share and advance understandings and conceptualisations of arts education. This includes the role and impact of the arts in young people’s lives, schools and education more broadly, authentic and innovative pedagogical practices, and conditions for widespread implementation. These areas of focus include interdisciplinary studies and research related to any of the individual arts disciplines. Philosophical and theoretical papers, literature reviews and a range of research methodologies are accepted, provided that the methodology is rigorous and convincingly explained. Submissions should clearly outline the significance of the research with reference to purposeful action and the UN’s sustainable development goal of inclusive and equitable quality education for all. Please note that submissions only presenting descriptive accounts of data, teaching or course content are outside the scope of the Arts Education section. - Physical and Health Education (recently opened, details below)
We welcome international submissions on physical and health education from academics and professionals working within our global community. This could include those working within the social sciences, education, physical education, health, sport and physical activity settings. Areas of interest include, but are not limited to, pedagogy, policy, curriculum, teacher education, participants and practitioners’ lived experiences, diversity, equity and inclusion in relation to the discipline of health and physical education.
The section is not about health per se, but how this is considered within and related to the subject of physical and health education. The section does not consider articles on medical education, such as training for nurses and doctors, or disease prevention (if not in relation to the subject area of physical education).
Original submissions should offer theoretical, empirical, conceptual, and/or methodological contributions to developing knowledge and understanding in the field of physical and/or health education.
Peer Review Policy:
All Research Articles and Review Articles published in the journal have undergone rigorous peer review, based on initial Editor screening and anonymised review by at least two independent reviewers. All Data Notes published in this journal have undergone rigorous peer review, based on initial screening by a Senior Editor or Editor and anonymised review by at least one independent reviewer.
The journal reserves the right to reject submissions after editorial screening should the submission not meet certain minimum requirements to be sent for external review.
Cogent Education sections
- Curriculum & Teaching Studies
- Data Notes
- Education Policy
- Educational Assessment & Evaluation
- Educational Leadership & Management
- Educational Psychology & Counselling
- Higher Education
- Inclusive & Special Education
- Information & Communications Technology in Education
- International & Comparative Education
- Language Education
- Professional Education & Training
- Religious, Moral and Values Education
- Sociology of Education
- STEM Education
- Student Learning, Childhood & Voices
- Teacher Education & Development
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