The focus of the journal has been on early childhood education, with a particular focus on publishing articles that will be relevant and meaningful to a practitioner audience in New Zealand. Where possible, the journal avoids publishing articles specifically on infant and toddler education, which are better located in the journal First Years, as the editors have wanted to avoid competition between the two locally published journals. Because of the focus on a practitioner audience, the articles are typically quite short in length, are written in accessible language and do not provide in depth discussions of research methods. The journal has always published both peer reviewed and editor-reviewed articles; so that teachers and emerging researchers are supported to share ideas stemming from both research and practice.
Waikato Journal of Educationis a well-regarded peer-reviewed journal. Over its 20 years of publication the journal has made a major contribution to the scholarship on a wide range of topics in the field of education, particularly issues connected to curriculum, learning and teaching. Papers have included reports on educational research and practice and viewpoints on education policies, theories and practices. Issues often have a special focus.
Previous special issues and sections have included sections on creative research in the arts; Pacific education: research and practice; bodies in motion; theorising pedagogy; Māori culture and education; Māori education, teacher education, curriculum, ethics and tertiary education; educational leadership; and new voices in ethnography. The journal appeals to a diverse readership that includes academics, graduate students, teachers across all sectors from early childhood to tertiary, policy makers and "the public".
Teachers and Curriculum is an annual, peer-reviewed publication. It includes articles about curriculum issues, research in the area of curriculum and the curriculum in practice. Reviews of curriculum related books may also be included. Each issue includes Thinkpieces, which scope topical issues.
The overall goal of the Teachers and Curriculum journal is to stimulate debate and share effective practice across the curriculum in a way that engages teachers, principals, professional development providers and initial teacher educators. A notable feature of the journal is that it publishes articles written by teachers as well as those by tertiary students and researchers. From 2013 the journal can be found online at tandc.ac.nz.
The Ethnographic Edge is the cross-disciplinary, peer-reviewed journal of the International Contemporary Ethnography Across the Disciplines (CEAD) Association Incorporated, and is a joint initiative with WMIER. CEAD recognizes that contemporary ethnography has wide-ranging, shifting interdisciplinary and trans-disciplinary manifestations and that those who populate such ethnographic endeavours need forums to disseminate their knowledge, collaborate, and garner encouragement and critique from others. The journal focuses on contemporary ethnographic methods, inquiry, scholarship, performance, and knowledge-making particularly in the global south. Diversity in cultural perspective, language, presentation and approach is prioritised.
The journal will publish at least one issue per year. This may alter at times. Proposals for special editions are welcome.The Ethnographic Edge appeals to a diverse readership that includes international researchers, supervisors, teachers and students from across the scholarly disciplines who are engaged in or exploring the wide-ranging, shifting interdisciplinary and trans-disciplinary manifestations of ethnography.
Edited by Professor Terry Locke, English Teaching: Practice and Critique is a peer-reviewed online journal aimed at encouraging critical reflective practice and classroom-based research. It seeks to promote theorising about English/literacy that is grounded in a range of contexts including classrooms, schools and wider educational constituencies.
The editorial board of English Teaching: Practice and Critique enjoys an active, collaborative relationship with the journal L1: Educational Studies in Language and Literature. Both journals publish in English, and both promote inquiry into language and literacy education, including the role of L-1 education within multilingual settings.
Although English Teaching: Practice and Critique tends to focus on the English-speaking world, it is also interested in exploring issues related to language and culture in other settings. A key focus for the journal is the role English is currently playing in globalisation, and the journal welcomes contributions which explore the interface between English and local languages and cultures.
This journal is now published by Emerald Group Publishing.