The Journal of Education Policy (JEP) publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and policy impact at all levels, and within and across all spheres of formal and informal education. The journal welcomes papers that offer innovative methods or conceptions, or experiment with original forms of analysis or presentation.The goal of the magazine is to promote the depth and breadth of education policy research, improve the quality and influence of education policy research, and provide scientific basis and reference for the formulation and implementation of education policies. It provides a platform for scholars, policy makers, and practitioners from around the world to share their research findings and discuss the latest developments and trends in education policies.
教育政策杂志(Journal Of Education Policy)是一本由Taylor & Francis出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物，主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于1986年，出版周期6 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为2.8，CiteScore指数8.1，SJR指数1.63。本刊非开放获取期刊。 《教育政策杂志》（JEP）发表原创、批判性和理论性的研究，讨论、分析和辩论各级以及正规和非正规教育所有领域内的政策制定、政策实施和政策影响。该杂志欢迎提供创新方法或概念的论文，或尝试原创分析或演示形式的论文。杂志的目标是推动教育政策研究的深度和广度，提高教育政策的研究质量和影响力，为教育政策的制定和实施提供科学依据和参考。它提供了一个平台，让来自世界各地的学者、政策制定者和实践者分享他们的研究成果，讨论教育政策的最新发展和趋势。
Examining the influence of international large-scale assessments on national education policies
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1460493
Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1410577
Globalisation of education policies: does PISA have an effect?
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1462890
Teacher or friend? – consumer narratives on private supplementary tutoring in Sweden as policy enactment
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1458995
Education recoded: policy mobilities in the international ‘learning to code’ agenda
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1476735
‘Widening Access’ to higher education: the reproduction of university hierarchies through policy enactment
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1390165
Legitimizing public schooling and innovative education policies in strict religious communities: the story of the new Haredi public education stream in Israel
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1438671
Adult literacy practitioners and employability skills: resisting neo-liberalism?
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1493144
Education policy and mental weakness: a response to a mental health crisis
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1445293
Datafication of schooling in Japan: an epistemic critique through the ‘problem of Japanese education’
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1518542
Policy conflicts on the move: a ‘mobilities’ case study of neoliberal postsecondary policy
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1405075
Positional matters: school leaders engaging with national equity agendas
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1556811
Complexity theory, the capability approach, and the sustainability of development initiatives in education
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1465999
Do they matter in education politics? The influence of political parties and teacher unions on school governance reforms in Spain
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1406153
The 2014 special educational needs and disability code of practice: old ideology into new policy contexts?
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1412501
Contesting educational assessment policies in Australia
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1608375
On ‘being for others’: time and shame in the neoliberal academy
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1629027
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1636140
Patterns of racialised discourses in Norwegian teacher education policy: Whiteness as a pedagogy of amnesia in the national curriculum
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1482503
The rise of global policy networks in education: analyzing Twitter debates on inclusive education using social network analysis
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1664768
What’s the problem with ‘policy alignment’? The complexities of national reform in Australia’s federal system
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1545050
The one-in-ten: quantitative Critical Race Theory and the education of the ‘new (white) oppressed’
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1531314
The shadow sovereigns of global education policy: a critique of the world society approach
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1671989
Becoming information centric: the emergence of new cognitive infrastructures in education policy
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1678766
A tribute to Geoff Whitty: a special kind of policy scholar
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1520016
Fee-free education, decentralisation and the politics of scale in Papua New Guinea
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1422027
What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1706103
The representation of the national quality framework in the australian print media: silences and slants in the mediatisation of early childhood education policy
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1502815
Europe as spatial imaginary? Narratives from higher education ‘policy influencers’ across the continent
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1672212
Configuring the low performing user: PISA, TIMSS and the United Arab Emirates
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1635273
The ontological rhetorics of education policy: a non-instrumental theory
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1665713
Domestic coalitions in the variation of education privatization: an analysis of Chile, Argentina, and Colombia
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1460494
Singapore’s educational policy through the prism of student voice: recasting students as co-agents of educational change and ‘disrupting’ the status quo?
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1474387
Conceptualising the compulsory education policy apparatus: producing and reproducing risky subjectivities
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1410578
Strengthening early childhood and school sector continuities in producing the lifelong learner in Aotearoa New Zealand
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1410576
Devastating impacts? Investigating ‘edu-quality’ discourse in early childhood policy and its implications
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1690709
Navigating the ambiguous policy landscape of student participation
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1527945
A critical analysis of the Syrian refugee education policies in Lebanon using a policy analysis framework
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1516800
Social enterprise, education and work: entrepreneurialism on the margins
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1525500
A fragile autonomy in a performativity culture? Exploring positions in the recontextualising field in a Norwegian rural municipality
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2017.1422152
Alleviating or exacerbating disadvantage: does school attended mediate the association between family background and educational attainment?
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2018.1488001
Low stakes, high risks: the problem of intertemporal validity of PISA in Latin America
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1696987
Examining business-driven education reform by new policy actors: a discursive analysis of UpSkill Houston
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1686539
The blended learner: digitalisation and regulated freedom - neoliberalism in the classroom
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1704066
Desegregation policy as cultural routine: a critical examination of the Minnesota Desegregation Rule
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1609092
Neoliberal multiculturalism and productive inclusion: beyond the politics of fulfillment in education
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1676472
Policy, belief and practice in the secondary English classroom a case-study approach from Canada, England and Scotland
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1695919
The sweeping incrementalism of Partnership Schools For Liberia
来源期刊：Journal of Education PolicyDOI：10.1080/02680939.2019.1670866
