International Research in Education is an Open Access, peer-reviewed, scholarly journal, published by Macrothink Institute. The journal publishes high quality, original works in education. The scopes include, but are not limited to, the following topics: early childhood education; higher education; vocational education; distance education; special education; educational technology, psychology, administration, evaluation; teaching and learning.
Researchers are encouraged to submit high quality original research work that has not been published nor under consideration by another journal or electronic medium.
Peer Review Policy
Once International Research in Education (IRE) receives an article, the author will be notified by e-mail that the submission has been received. An initial evaluation will be carried out to determine if the submission meets IRE standards and if it is within the scope of the journal.
If the paper passes the initial evaluation, the peer review process will be handled. The paper will be peer-reviewed by at least two potential reviewers who are experts in the same field. Reviewers are asked to complete the process within two weeks.
The contributions submitted to IRE will be reviewed based on the following general criteria:
- Contribution to existing knowledge
- Organization and Readability
- Soundness of methodology
- Evidence supports conclusion
- Adequacy of literature review
When the reviews and recommendation have been received, the editor makes one of the following decisions: Accept Submission; Revisions Required; Resubmit for Review; Decline Submission.
Copyrights for articles are retained by the authors, with first publication rights granted to the journal.
: Call for Papers
SubmissioniThenticate before being sent to reviewers. Authors are required to provide the names, and e-mail addresses of up to five potential reviewers.
Recruitment for Reviewers
Status: Part time Working language: English
Working style: Internet-based Payment: Volunteer job, no payment
How to apply
1. Complete the application form: MS-Word Form
2015 Vol. 3, No. 1 (In Progress)
Table of Contents
|Effects of a Data Driven, Individualized and Multifaceted Intervention Program on Eighth Grade Students' Achievement in Mathematics|
|Exploring Program Implementation: Demographic, Programmatic and Institutional Predictors of Student Lexile Growth in an Urban School District|
|Terica Butler, Mary Keller Boudreaux||12-26|
|Constructing the Scale of Faithful Personality Traits among the Students of Al al-Bayt University|
|Postgraduate Tracking System: Student Research Progress Tracking Tool|
|Suhaily Hasnan, Rozainun Abdul Aziz, Azmi Abdul Hamid||47-53|
|Frame Theory and Its Application to Discourse-based English Listening Teaching|
|Yang Kun, Jiang Canzhong, Liu Jiewei||54-64|
|iMath: Digital Images Modeled with Matrices|
|David A. Buhl, Joshua Thompson, Sabrina Wheeler||65-73|
|Dual Enrollment and College Success: Lessons from a Muslim School|
|Mathematical Argumentation of Students Participating in a Mathematics – Information Technology Project|
|Ensuring Healthy Teacher-Student Relationship in Mathematics and Science Classes through Strategic Classroom Management|
|Mimi Martha CHIANSON, Eriba Emmanuel OTOR||93-102|
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