The Asia-Pacific Education Researcher (TAPER) is an international refereed journal of original and innovative research in education. It provides a venue for the publication of empirical and theoretical studies in education, with emphasis on the experiences of successful educational systems in the Asia-Pacific Region.
The journal publishes:
Regular Article that report original and innovative research work that leads to the understanding and/or improvement of educational processes and outcomes using research methods and analytic frameworks of the varied academic disciplines (anthropology, applied linguistics, cognitive science, economics, history, philosophy, political science, psychology, sociology, among others) and also using multidisciplinary and interdisciplinary approaches;
and Special issue articles whose description will be provided on Call for Papers of each special issue.
Regular Article shall contain maximum 6000 words (Including the references)
- Reports on successful educational systems in the Asia-Pacific Region that are currently underrepresented in research literature
- Surveys original work leading to the understanding and/or improvement of educational processes and outcomes
- Seeks to replicate studies originally done in western countries, in the context of specific Asian countries or communities
- Timothy Teo
- Publishing model
- Hybrid. Learn about publishing OA with us
- 0.744 (2019)
- Impact factor
- 1.121 (2019)
- Five year impact factor
- 51 days
- Submission to first decision
- 278 days
- Submission to acceptance
- 87,236 (2019)
Authors (first, second and last of 5)
As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times. Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.
For this special issue, we are seeking papers that explore second language teachers’ and learners’ beliefs, practices, and experiences with regard to various types of assessment and feedback during the COVID-19.
This special issue aims to contribute new insights on how to leverage motivational theories to optimize online learning based on experiences gained from the COVID-19 pandemic. While the primary focus of this special issue is to provide empirical evidence for studies related to motivational theories regarding online learning, high quality critical and theoretical submissions will also be welcomed.
Although the significance of school principals’ emotions and emotional capabilities in various aspects of education has been recognized, research on principals has placed continuous emphasis on rationality, but has been underplaying the emotive aspect for quite a long time. We aim to launch a special issue on principal emotions and emotional capabilities to draw the attention of education scholars, policy makers, and practitioners to the significance of this topic.
Societies, partners and affiliations
About this journal
- Electronic ISSN
- Print ISSN
- Abstracted and indexed in
- Current Contents / Social & Behavioral Sciences
- EBSCO Discovery Service
- EBSCO Education Research Complete
- EBSCO Education Source
- Google Scholar
- Institute of Scientific and Technical Information of China
- Journal Citation Reports/Social Sciences Edition
- OCLC WorldCat Discovery Service
- ProQuest Central
- ProQuest Education Database
- ProQuest Research Library
- ProQuest Social Science Collection
- ProQuest-ExLibris Primo
- ProQuest-ExLibris Summon
- Social Science Citation Index
- TD Net Discovery Service
- UGC-CARE List (India)