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Educational Research Review
Journal Prestige (SJR): 2.963
Citation Impact (citeScore): 6
Number of Followers: 174  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1747-938X
Published by Elsevier Homepage  [3181 journals]
  • Interventions for academically underachieving students: A systematic
           review and meta-analysis
    • Abstract: Publication date: November 2019Source: Educational Research Review, Volume 28Author(s): Kate E. Snyder, Carlton J. Fong, Jackson Kai Painter, Caroline M. Pittard, Sebastian M. Barr, Erika A. Patall Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students’ unique reasons for underachievement and the makeup of the intervention.
       
  • Supporting learning from text: A meta-analysis on the timing and content
           of effective feedback
    • Abstract: Publication date: Available online 4 November 2019Source: Educational Research ReviewAuthor(s): Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema de Jong The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.
       
  • Post-secondary education for young people with intellectual disabilities:
           A systematic review of stakeholders’ experiences
    • Abstract: Publication date: Available online 28 October 2019Source: Educational Research ReviewAuthor(s): Sohil Alqazlan, Barah Alallawi, Vasiliki Totsika Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups.
       
  • Webinars in Higher Education and Professional Training: A Meta-Analysis
           and Systematic Review of Randomized Controlled Trials
    • Abstract: Publication date: Available online 7 October 2019Source: Educational Research ReviewAuthor(s): Andreas Gegenfurtner, Christian Ebner Digital learning environments are increasingly popular in higher education and professional training. Teaching and learning via webinars, and web conferencing more broadly, represents one widely used approach. Webinars are defined as web-based seminars, in which participants and facilitators communicate live over the Internet across distant geographical locations using shared virtual platforms and interact ubiquitously and synchronously in real time via voice over IP technology and web camera equipment. In the past, studies have reported mixed evidence concerning the effectiveness of webinars in promoting student achievement. As a remedy, this systematic literature review and meta-analysis cumulates observed effect sizes from previously published randomized controlled trials and corrects artifactual variance induced by sampling error. The research questions were: How effective are webinars in promoting student achievement' And which characteristics moderate webinar effectiveness' The findings suggest that webinars were slightly more effective than control conditions (online asynchronous learning management systems and offline face-to-face classroom instruction), but the differences were trivial in size. Differences were moderated by webinar, participant, achievement, and publication characteristics. This meta-analysis is the first to systematically review and meta-analyze the best evidence available for evaluating the effectiveness of webinars and video conferences in promoting student knowledge and skills. The implications of the study’s findings can inform school teachers, lecturers, trainers, technologists, and theorists interested in the computer-supported design, implementation, delivery, tutoring, and assessment of webinar-based learning environments.
       
  • Conceptual difficulties when interpreting histograms: A review
    • Abstract: Publication date: Available online 18 September 2019Source: Educational Research ReviewAuthor(s): Lonneke Boels, Arthur Bakker, Wim van Dooren, Paul Drijvers
       
  • The Impact of Shared Book Reading on Children’s Language Skills: A
           Meta-Analysis
    • Abstract: Publication date: Available online 17 September 2019Source: Educational Research ReviewAuthor(s): Claire Noble, Giovanni Sala, Michelle Peter, Jamie Lingwood, Caroline Rowland, Fernand Gobet, Julian Pine Shared book reading is thought to have a positive impact on young children’s language development, with shared reading interventions often run in an attempt to boost children’s language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across a range of different outcome variables; and (c) for children from different SES groups. It also explored the potentially moderating effects of intervention duration, child age, use of dialogic reading techniques, person delivering the intervention and mode of intervention delivery.Our results show that, while there is an effect of shared reading on language development, this effect is smaller than reported in previous meta-analyses (g¯ = 0.194, p = .002). They also show that this effect is moderated by the type of control group used and is negligible in studies with active control groups (g¯ = 0.028, p = .703). Finally, they show no significant effects of differences in outcome variable (ps ≥ .286), socio-economic status (p = .658), or any of our other potential moderators (ps ≥ .077), and non-significant effects for studies with follow-ups (g¯ = 0.139, p = .200). On the basis of these results, we make a number of recommendations for researchers and educators about the design and implementation of future shared reading interventions.
       
  • Self-Regulated Learning Partially Mediates the Effect of Self-Regulated
           Learning Interventions on Achievement in Higher Education: a Meta-Analysis
           
    • Abstract: Publication date: Available online 16 September 2019Source: Educational Research ReviewAuthor(s): Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, Suzanne Jak, Liesbeth Kester It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.
       
  • What is children’s agency' A review of conceptualisations used in
           early childhood education research
    • Abstract: Publication date: Available online 11 September 2019Source: Educational Research ReviewAuthor(s): Jan Varpanen
       
  • The Relations between Acculturation and Creativity and Innovation in
           Higher Education: A Systematic Literature Review
    • Abstract: Publication date: Available online 30 July 2019Source: Educational Research ReviewAuthor(s): Rukhsar Sharif This systematic literature review focuses on research findings from 20 peer-reviewed studies on the relations between the constructs of acculturation and creativity as well as acculturation and innovation in higher education. The overall research findings suggested a primarily causal relation between acculturation and creativity through statistical modeling. However, acculturation was also found to be correlated with and predict creativity. Moreover, attributes of acculturation discovered to engender creativity included multicultural learning experiences, individualistic culture type, homogeneous cultural dyads and the acculturation strategy of biculturalism. In contrast to its well-founded relation with creativity, acculturation was tentatively found to be a positive and significant predictor of innovation. This review highlights the strength of acculturation aspects, particularly biculturalism and the integration of contrasting cultural ideas, in influencing the ability to be creative or innovative in postsecondary environments.
       
  • Secondary student teachers’ professional identity: Theoretical
           underpinnings and research contributions
    • Abstract: Publication date: Available online 26 July 2019Source: Educational Research ReviewAuthor(s): Filomena Rodrigues, Maria João Mogarro Twenty-two empirical studies on student teachers’ professional identity were selected for this review. In this paper we present important implications for current and future research on student teachers’ professional identity by focusing on the discussion of key-issues associated with it. We also discuss the studies’ contributions and implications for initial teacher education and future research. Based on this discussion, we present a working definition of professional identity and consider which are the current emerging research issues.
       
  • Conceptualizing and measuring social and emotional learning: A systematic
           review and meta-analysis of moral reasoning and academic ability,
           religiosity, political orientation, personality
    • Abstract: Publication date: Available online 11 July 2019Source: Educational Research ReviewAuthor(s): Roisin P. Corcoran, Joanne O’Flaherty, Chen Xie, Alan C.K. Cheung Responsible decision-making is a sub-domain of social emotional competence and develops through the educational process of social and emotional learning (SEL). The current review examines the relationship between decision-making, specifically, moral reasoning (MR) and academic ability (N = 6,992, 18), MR and religiosity (N = 3,441, 15), MR and political orientation (N = 12,814, 14) and MR and personality (N = 1,659, 8). Forty-three studies qualified for inclusion and analysis. The results indicated a positive effect between MR and academic ability (ES = + 0.24). Interestingly, small negative effects were found between MR and political orientation (ES = - 0.07). Results also indicated small non-significant effects between MR and religiosity (ES = +0.00, p = .94), and MR and personality (ES = + 0.01, p = .92). Possible interpretations of these findings are discussed with reference to the literature.
       
  • Ten Years of Computer-Supported Collaborative Learning: A meta-analysis of
           CSCL in STEM education during 2005-2014
    • Abstract: Publication date: Available online 14 June 2019Source: Educational Research ReviewAuthor(s): Heisawn Jeong, Cindy E. Hmelo-Silver, Kihyun Jo The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was .51, a moderate but notable effect size in educational research. The effect was greatest on the process outcomes, followed by knowledge outcomes, and affective outcomes. The sizes of the effects were moderated by types of technology and pedagogies, levels of learners, and learning domains. Moderators further interacted so that effects of technology and pedagogy varied depending on the modes of collaboration, learner levels, and domains of learning. The current study demonstrates the overall advantage of CSCL in STEM education and highlights a need to develop a need to understand how these variables may interact to contribute to CSCL effectiveness.
       
  • The Relationships between Teachers’ Emotional Labor and Their Burnout
           and Satisfaction: A Meta-Analytic Review
    • Abstract: Publication date: Available online 12 June 2019Source: Educational Research ReviewAuthor(s): Hongbiao Yin, Shenghua Huang, Gaowei Chen Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers’ emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.
       
  • Toward a taxonomy of entrepreneurship education research literature: A
           bibliometric mapping and visualization
    • Abstract: Publication date: June 2019Source: Educational Research Review, Volume 27Author(s): Katharina Fellnhofer The retrospective amount of research literature dedicated to entrepreneurship education (EE) is overwhelming, which makes producing an overview difficult. However, advanced bibliometric mapping and clustering techniques can help visualize and structure complex research literature. Thus, the objective of this mapping study is to systematically explore and cluster the EE research literature to deliver a taxonomic scheme that can serve as a basis for future research. The analyzed data, which were drawn from the Web of Science and Scopus, consist of 1773 peer-reviewed documents published between 1975 and 2014. On the one hand, this taxonomy should create stronger ties to educational research; on the other, it can foster international research collaboration to boost both interdisciplinary EE and its impact on a global basis. This work reinforces our understanding of current EE research by identifying and distilling the most powerful intellectual relationships among its contributions and contributors. Consequently, this study addresses not only the academic community but also entrepreneurship educators and policymakers in an effort to boost entrepreneurial spirit, design effective policy instruments, and, ultimately, improve societal welfare.
       
  • Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: a
           Meta-Analysis
    • Abstract: Publication date: Available online 1 June 2019Source: Educational Research ReviewAuthor(s): David C.D. van Alten, Chris Phielix, Jeroen Janssen, Liesbeth Kester In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.
       
  • The Cognitive and Academic Benefits of Cogmed: A Meta-Analysis
    • Abstract: Publication date: Available online 8 May 2019Source: Educational Research ReviewAuthor(s): N. Deniz Aksayli, Giovanni Sala, Fernand Gobet Cogmed Working Memory Training (CWMT) is a commercial cognitive-training program designed to foster working-memory capacity. Enhanced working-memory capacity is then supposed to increase one’s overall cognitive function and academic achievement. This meta-analysis investigates the effects of CWMT on cognitive and academic outcomes. The inclusion criteria were met by 50 studies (637 effect sizes).Highly consistent near-zero effects were estimated in far-transfer measures of cognitive ability (e.g., attention and intelligence) and academic achievement (language ability and mathematics). By contrast, slightly heterogeneous small to medium effects were observed in memory tasks (i.e., near transfer). Moderator analysis showed that these effects were weaker for near-transfer measures not directly related to the trained tasks. These results highlight that, while near transfer occurs regularly, far transfer is rare or, possibly, inexistent. Transfer thus appears to be a function of the degree of overlap between trained tasks and outcome tasks.
       
  • Approaches to measuring use of research evidence in K-12 Settings: A
           systematic review
    • Abstract: Publication date: Available online 19 April 2019Source: Educational Research ReviewAuthor(s): Jennifer Lawlor, Kristen Mills, Zachary Neal, Jennifer Watling Neal, Camren Wilson, Kathryn McAlindon An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity.
       
  • Is there a gender gap' A meta-analysis of the gender differences in
           students’ ICT literacy
    • Abstract: Publication date: Available online 27 March 2019Source: Educational Research ReviewAuthor(s): Fazilat Siddiq, Ronny Scherer The study of gender differences in academic achievement has been one of the core topics in education, especially because it may uncover possible gaps and inequalities in certain domains. Whereas these differences have largely been examined in traditional domains, such as mathematics, reading, and science, the existing body of empirical studies in the domain of ICT literacy is considerably smaller, yet abounds in diverse findings. One of the persistent findings however is that boys consider their ICT literacy to be higher than that of girls. This meta-analysis tests whether the same pattern holds for students’ actual performance on ICT literacy tasks, as measured by performance-based assessments. In total, 69 effect sizes were extracted from 23 empirical studies using a random-effects model. Overall, the gender differences in ICT literacy were significant, positive, and favored girls (g = +0.13, 95% CI = [0.06, 0.16]). This effect varied between studies, and moderation analyses indicated that the grade level students were taught at moderated its magnitude—effect sizes were larger in primary school as compared to secondary school. In conclusion, our findings contrast those obtained from previous meta-analyses that were based on self-reported ICT literacy and suggest that the ICT gender gap may not be as severe as it had been claimed to be.
       
  • How Effective Are Early Grade Reading Interventions' A Review of the
           Evidence
    • Abstract: Publication date: Available online 26 March 2019Source: Educational Research ReviewAuthor(s): Jimmy Graham, Sean Kelly It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early Grade Reading (EGR) interventions have emerged as a common means to address this problem. We present a definition of EGR interventions as programs that aim to strengthen core reading skills in grades 1 through 4 by training teachers to teach reading using simplified instruction and evidence-based curricula, and by employing a combination of complementary approaches. We also clarify the theoretical reasons for why these interventions should improve literacy. Furthermore, we summarize evidence from 15 EGR interventions—11 from sub-Saharan Africa, two from Middle East and North Africa, and two from East Asia and the Pacific—and find that EGR interventions are not a guaranteed means to improve reading, and they rarely lead to fluency in the short term, but they are a mostly reliable means to make substantial improvements in reading skills over a short period of time, across a variety of contexts, with average effects equating to about three years of schooling.
       
  • Coherence and the Positioning of Teachers in Professional Development
           Programs. A Systematic Review
    • Abstract: Publication date: Available online 19 March 2019Source: Educational Research ReviewAuthor(s): Jannika Lindvall, Andreas Ryve Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers' The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices.
       
  • Investing in Inclusive Growth: A Systematic Review of the Role of
           Financial Incentives to Promote Lifelong Learning
    • Abstract: Publication date: Available online 18 March 2019Source: Educational Research ReviewAuthor(s): Anna Vanderkooy, Eduardo Regier, Meredith B. Lilly
       
  • Looking at role-play simulations of political decision-making in higher
           education through a contextual lens: A state-of-the-art.
    • Abstract: Publication date: Available online 9 March 2019Source: Educational Research ReviewAuthor(s): Dorothy Duchatelet, David Gijbels, Peter Bursens, Vincent Donche, Pieter Spooren
       
  • Unpacking Teachers’ Intentions to Integrate Technology: A
           Meta-Analysis
    • Abstract: Publication date: Available online 9 March 2019Source: Educational Research ReviewAuthor(s): Ronny Scherer, Timothy Teo The Technology Acceptance Model (TAM) is a key model describing teachers’ intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2 % of the variance in teachers’ intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed.
       
  • A review on leadership and leadership development in educational settings
    • Abstract: Publication date: Available online 8 March 2019Source: Educational Research ReviewAuthor(s): Ellen Daniëls, Annie Hondeghem, Filip Dochy Leadership gained a lot of attention during the past decades because of school principals’ growing responsibilities and the accountability-driven context they work in. However, reviews providing a general overview of effective school leadership theories and effective professional development are rare. The present review was conducted to summarise the existing literature and discover lacunae in school leadership research in preschools, primary and secondary schools. 75 studies focusing on leadership theories, characteristics of effective school leadership and school leaders’ professional development were included and analysed. The present article provides an overview of main leadership theories such as instructional leadership, situational leadership, transformational leadership, distributed leadership and Leadership for Learning. Second, the article focuses on the characteristics of effective school leadership and lastly, the review offers features of effective professional development activities for school principals.
       
  • A Systematic Review of Teacher Guidance During Collaborative Learning in
           Primary and Secondary Education
    • Abstract: Publication date: Available online 12 February 2019Source: Educational Research ReviewAuthor(s): Anouschka van Leeuwen, Jeroen Janssen For this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies). The results show that several aspects of teacher guidance are positively related to student collaboration, for example when teachers focus their attention on students’ problem solving strategies. During student collaboration, opportunities arise for students to engage in collaborative activities that support their learning process. The way teachers take more or less control of these moments determines whether these opportunities can be turned into real moments of learning for the students. This review highlights the important yet challenging role of the teacher during collaborative learning.
       
  • Measurement, development, and stimulation of computational estimation
           abilities in kindergarten and primary education: A systematic literature
           review
    • Abstract: Publication date: Available online 31 January 2019Source: Educational Research ReviewAuthor(s): Elke Sekeris, Lieven Verschaffel, Koen Luwel For several decades computational estimation is seen as an important topic in primary mathematics education. While previous narrative literature reviews on computational estimation summarized the available research on computational estimation abilities in students and adults, the present systematic literature review focuses on the measurement, development, and stimulation of computational estimation abilities in kindergartners and primary school children. Reviewing 28 studies revealed that these abilities were mostly investigated from 8-years old onwards by using a variety of measures. Age-related improvements in estimation performance and strategy use were observed in most studies. Only very few studies addressed the targeted stimulation of computational estimation abilities. The current review identified several gaps in the research literature, such as the absence of studies investigating the relationship between computational estimation performance and other basic numerical and mathematical abilities in children, and the paucity of longitudinal studies on the development of computational estimation ability.
       
  • Student’s Activity and Development: Disentangling Secondary Issues from
           the Heart of the Matter
    • Abstract: Publication date: Available online 26 December 2018Source: Educational Research ReviewAuthor(s): Nathalie Bulle
       
 
 
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