Educational Research, the journal of the NFER, was established in 1958. Drawing upon projects in universities and research centres worldwide, it is a leading forum for informed thinking on issues of contemporary concern in education.
The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners.
Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
September 2018 News - We are very pleased to announce that the latest issue of Educational Research is the:
Special Issue of Educational Research: September 2018
Randomised Controlled Trials (RCTs) in education research – methodological debates, questions, challenges
Guest editors: Dr Ben Styles, NFER and Professor Carole Torgerson, Durham University
Click here to view special issue contents.
Click here for NFER RCTs free to view editorial.
Recent Special Issues
Special Issue of Educational Research: June 2017 (Volume 59 Issue 2)
Evidence-informed practice in education: meanings and applications
Guest edited by Dr Julie Nelson, NFER, and Professor Carol Campbell, University of Toronto
This special issue adds to the existing knowledge base about evidence-informed practice (EiP) in education. Discussions and debates about the role of evidence in an educational context are not new. Indeed, a variety of programmes and resources has been developed over recent decades aiming to improve the quality and usability of educational research and, ultimately, its impact on teaching practice.
However, EiP is still very much a topic of academic and professional discussion, and there is a sense that it has not yet ‘come of age’. Many EiP studies describe a challenge that relates to improving the supply of good-quality research evidence for practice. Considerably less attention has been given to the demand for research evidence among teachers – how this can be nurtured; how it manifests itself, and whether the current supply of educational research evidence is suited to professional need.
There has also been insufficient focus on the role of teacher-led research and enquiry and the extent to which this integrates with the production and use of academic research evidence. Furthermore, the mediating processes that connect evidence and practice require further development, research, and assessment. The issue addresses a variety of issues related to better understanding the meaning and application of EiP. Specifically, it addresses the challenges associated with defining and measuring it, and considers the relative effectiveness of different approaches to achieving and supporting the application of evidence in practice.
Special Issue of Educational Research: June 2016 (Volume 58 Issue 2)
International policy borrowing and evidence-based educational policy making: relationships and tensions
Guest editors: Newman Burdett, Bethan Burge and Sharon O’Donnell
Visit the Taylor & Francis Group Education Arena to listen to or read the Interview with Frances Brill and Felicity Fletcher-Campbell, the co-editors of Educational Research
Frances Brill, National Foundation for Educational Research, UK
The Open University, UK
Book Reviews Editor:
Sigrid Boyd, National Foundation for Educational Research, UK
Janine Stevens, National Foundation for Educational Research, UK
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
You can view editorial details from the journal publisher's website - Taylor & Francis
You can view the table of contents for all volumes here
Frequency: 4 issues per year
Print ISSN: 0013-1881
Online ISSN: 1469-5847
Visit Educational Research website. Special rates for individuals and AERA/BERA Members
Educational Research uses structured abstracts in all articles and short reports. Educational Research was the first education journal to make this move towards improving the quality of abstracts.