Educational Review《教育评论》（一年7期）. Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, geography, philosophy, psychology, sociology, international and comparative education and educational leadership.

Distance Education《远程教育》（季刊）. Distance Education is a peer-reviewed journal of the Open and Distance Learning Association of Australia, Inc. The journal publishes research and scholarly material in the fields of open, distance and flexible education where learners are free from the constraints of the time, pace and place of study. Distance Education was one of the first journals published to focus exclusively on these areas of educational practice and it remains a primary source of original and scholarly work in these fields.

Curriculum Matters《课程问题》（年刊）. Curriculum Matters is published annually by the New Zealand Council for Educational Research. Published annually, this peer-reviewed journal provides an avenue for discussion, commentary and information about curriculum.

Curriculum Inquiry《课程探究》（一年5期）. Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary approaches. CI brings together the work of both established and emerging scholars from a variety of academic fields and disciplines who theorize and examine curriculum and pedagogy, broadly defined, and whose work promotes conceptual debate and pushes beyond current understandings of educational research, theory, and practice.

Teaching Sociology《教学社会学》（季刊）. Teaching Sociology publishes articles, notes, and reviews intended to be helpful to the discipline’s teachers. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. The general intent is to share theoretically stimulating and practically useful information and advice with teachers.

The Reading Teacher《阅读老师》（双月刊）. The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.

History of Education《教育史》（双月刊）. History of Education focusses on the history of education in all parts of the world, and is recognised as a key resource for both educationists and social historians alike. The journal publishes original research and major reviews of books in the history of education. Papers dealing with both formal and informal education systems, comparative education, policy-making, the politics and experience of education and pedagogy are welcomed.

Education as Change《教育变革》（年刊）. Education as Change (EaC) is an accredited, peer-reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. EaCs Management Committee understands critique, mainly understood in the tradition of critical pedagogies, as a constructive process contributing towards a better world.

Educational Studies《教育研究》（双月刊）. Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education. Papers should constitute original research, and should be methodologically sound, theoretically informed, and of relevance to an international audience.

Science & Education《科学与教育》（双月刊）. Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes:The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education.Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers.