Physical Review Physics Education Research《物理评论-物理教学研究》（半年刊）. Physical Review Physics Education Research (PRPER) covers the full array of experimental and theoretical research relating to the teaching and learning of physics and astronomy.

Physical Education and Sport Pedagogy《体育教育和体育教育学》（双月刊）. Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership.Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport.

Phi Delta Kappan《卡潘》（一年8期）. Phi Delta Kappan is the professional magazine for anyone who cares about K-12 education. This influential publication features articles about classroom practice, policy, research, professional issues, and innovations in education. Addressing issues related to K-12 education and with its unique role in education, Kappan sits clearly at the intersection of practice, policy, and research.

Metacognition and Learning《元认知与学习》（一年3期）. The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed.

Medical Education Online《医学教育在线》（年刊）. Medical Education Online is an open access journal of health care education, publishing peer-reviewed research, perspectives, reviews, and early documentation of new ideas and trends.Medical Education Online aims to disseminate information on the education and training of physicians and other health care professionals. Manuscripts may address any aspect of health care education and training, including, but not limited to:Basic science education；Clinical science education；Residency education；Learning theory；Problem-based learning (PBL)；Curriculum development；Research design and statistics；Measurement and evaluation；Faculty development；Informatics/web.

Pedagogische Studiën《教育研究》（季刊）. Pedagogische Studiën is het wetenschappelijk peer-reviewed open access journal van de Nederlands Vereniging voor Onderwijsresearch (VOR) en het Vlaams Forum voor Onderwijsonderonderzoek (VFO) en stelt zich ten doel resultaten van onderwijskundig en opvoedkundig onderzoek dat wordt uitgevoerd binnen het Nederlandse taalgebied algemeen toegankelijk te maken. Het Nederlandse taalgebied beslaat Nederland (inclusief Aruba, Bonaire, Curaçao, Sint Maarten, Saba en Sint Eustatius), Vlaanderen en Suriname. Manuscripten in zowel Nederlands als Engels komen in aanmerking voor publicatie.

Paedagogica Historica《教育史》（双月刊）. The journal thrives on contributions from top class authors including specialists in Antiquity, the Middle Ages, and the Modern Period. It encourages social, cross-cultural and historical-comparative approaches and prides itself on content that displays meticulous attention to theoretical and methodological developments. Papers are published in English, French and German.

Oxford Review of Education《牛津教育评论》（双月刊）. The Oxford Review of Education is a well-established journal with an extensive international readership. It is committed to cultivating educational scholarship across a wide range of academic disciplines. The Editors welcome articles reporting significant new research as well as contributions of a more conceptual or theoretical nature. The membership of the Editorial Board reflects these emphases, which have remained characteristic of the Oxford Review of Education since its foundation in 1974. The Editorial Board meets twice a year and takes responsibility for the general development of the journal.

Mathematical Thinking and Learning《数学思维与学习》（季刊）. The international mathematics education community is maturing at a rapid and exciting rate. Although this community has developed its own research perspectives and theoretical frameworks, it continues to expand its horizons by drawing upon new theories and research in mathematics, psychology, sociology, philosophy, anthropology, and information technology. Mathematical Thinking and Learning is directed at researchers interested in mathematics education from any of these perspectives, with a particular focus on mathematical thinking, reasoning, and learning.

Literacy《读写能力》（一年3期）. Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.