Journal of the American Musicological Society

Journal of american music..

January, 2010

One of the premier journals in the field, the Journal of the American Musicological Society (JAMS) publishes scholarship from all fields of musical inquiry: from historical musicology, critical theory, music analysis, iconography and organology, to performance practice, aesthetics and hermeneutics, ethnomusicology, gender and sexuality, popular music and cultural studies. JAMS is recognized for the breadth of its intellectual scope and its penetration in the field–nearly 5,000 subscribers rely on JAMS to inform their scholarship.

Hellenic journal of music,education and culture

Hellanic music journal

July, 2016

The Hellenic Journal of Music, Education, and Culture (HeJMEC) is an international, on-line, open-access, and peer reviewed journal devoted to critical study and critical analysis of issues related to the fields of Music, Education, and Culture.


HeJMEC welcomes single, multi- and inter-disciplinary contributions of research and literature in the areas of music, education, and culture and publishes both qualitative and quantitative research with substantive and theoretical merit, along with critical reviews, theoretical articles, and invited book reviews related to these fields. The journal will have articles in either Greek or English (depending on the language of submission), but with structured abstracts appearing in both languages. There is also an opportunity to include media files (such as music, video) to illustrate the text.

Scenario(Sequential Art Narrative in Education)


July, 2006

School Effectiveness and School Improvement
presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education.

Studies in Art Education

Studies in art edu

May, 2017

4 issues per year

Studies in Art Education is abstracted and indexed in the following services:

• ARTbibliographies Current Titles (Email Edition)

• EBSCOhost

° Art & Architecture Complete

° Art & Architecture Index

° Art Abstracts (H.W. Wilson)

° Art Full Text (H.W. Wilson)

° Art Index (H.W. Wilson)

° Art Source

° Associates Program Source Plus

° Book Review Digest Plus (H.W. Wilson)

° Current Abstracts

International Journal of Multicultural Education


January, 2007

International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community.

Taboo: The Journal of Culture and Education


September, 2006

Taboo: The Journal of Culture and Education is an academic forum for the transdisciplinary study of the dynamic and complex relationship between the various competing and complementary aspects of education broadly defined. Taboo is grounded on the notion of “radical contextualization.” The journal has a 16-year history, founded by Joe L. Kincheloe and Shirley R. Steinberg. Originally a print publication, the journal has move to an online and open access format to ensure widest possible distribution and the free exchange of intellectual capital among its readership. For more details about the journal, please visit the Aims and Scope tab.

Journal of Praxis in Multicultural Education

praxis culture

January, 2010

The Journal of Praxis in Multicultural Education is a peer-reviewed journal published once/twice a year by the Center for Multicultural Education at the University of Nevada Las Vegas. The journal is committed to publishing manuscripts written by Pre-K-16 teachers and higher education researchers that embody the true definition of praxis. The journal demonstrates teacher learning through a dialectical union of reflection and action. A panel of multicultural educators and researchers from Pre-K-16 and higher education will review manuscripts. Manuscripts should focus on research studies highlighting evidence based, best practices in Pre-K-16 classrooms that demonstrate improved academic achievement of diverse learners based on formal and nontraditional modes of culturally responsive pedagogy