European Educational Research Journal
Educational Research
[ENGLISH]
The EERJ publishes education research articles and special issues which include a reflection on how the European context-and other related global or regional dynamics-shape educational research topics. In this regard, although the journal is also interested in processes of Europeanisation of education that stem from the political institution of the European Union, European educational research is understood more broadly as an umbrella term that includes multiple educational scholarship orientations (such as education history, sociology, arts education, curriculum, pedagogy or other) with a focus on Europe. This approach is unique in the sense that it offers a scholarly place for reflexivity over processes of Europeanisation, as well as providing a transnational perspective on European education research that is not bounded within the traditional boundaries of education systems, but that brings together the multi-level, multi-faceted and interdependent nature of political, historical and societal developments as reflected in educational contexts across the European continent. Such diversity of topics and foci also reflect the journal’s own history: EERJ was founded -and is still supported- by the European Educational Research Association (EERA) in order to further the aims of the association and its members, education networks and researchers across Europe.
[FRENCH]
L'European Educational Research Journal a été créé par l'Association Européenne de la Recherche Pédagogique (EERA) pour avancer les buts de l'association et de ses membres, les rechercheurs pédagogiques à travers l'Europe.
EERA a été fondé pour encourager la recherche pédagogique en Europe, pour favoriser la coopération entre les associations de la recherche pédagogique et pour faciliter la communication entre les décideurs et les professeurs. EERA veut que son journal construise une communauté transnationale de spécialistes à travers l'idée de 'l'Espace de Recherche Pédagogique Européenne'.
La condition actuelle de la recherche pédagogique en Europe est diverse: il y a des traditions et des méthodologies de recherche qui sont partagées en tout l'Europe mais il y en a d'autres qui souvent s'excluent l'une l'autre. Une redéfintion de l'idée de la recherche, menée par la politique, se passe actuellement: d'une position d'enquête morale dans un processus d'action technique; et on voit que la recherche ne se trouve plus seulement dans les universités et dans les départements publiques mais aussi dans une gamme de fornisseurs de services publiques et privées.
Le contexte dans lequel les rechercheurs pédagogiques aujourd'hui est un contexte où les discours de la 'Zone de Recherche Pédagogique Européenne' et la 'Zone de Recherche Européenne', mis ensemble avec d'autres flux 'sans frontières' d'internationalisation de programmes, avec des associations publiques-privées et des alliances universitaires, transforment le milieu de la recherche pédagogique.
Un défi qui s'addresse à l'EERA est de comprendre ce processus et de rendre visible la globalisation. Au même temps, la difficulté de créer une éspace de recherche européenne qui est vitale est le résultat d'une manque d'informations partagées au sujet de la recherche publique et les politiques de recherche pédagogique européennes et nationales. L'Europe est un endroit; mais c'est un endroit qui se transforme et qui est aussi imaginaire. L'idée de l'Espace de Recherche Pédagogique Européenne peut être une métaphore pour une pratique sociale et intellectuelle, culturellement specifique, usée par les rechercheurs pédagogiques qui engage, dans beaucoup de façons différentes, avec la similitude et la différence. L'European Educational Research Journal sera une tribune pour un dialogue constructif qui reconnaît la particularité et la difference, qui admet et qui cherche à aborder la faiblesse relative des liens entre les sciences humaines et la recherche pédagogique en Europe. Par ailleurs, il cherche à developper des methodologies pour étudier la nouvelle 'éspace' de recherche pédagogique en Europe.
Le journal fera paraître les aspets de la recherche pédagogique qui font la lumière sur des cas et des contextes en particulier dans 'l'Espace de Recherche Pédagogique Européenne'.
[GERMAN]
Das European Educational Research Journal (Europäisches Pädagogisches Forschungs Journal) ist von dem Europäisch Pädagogischen Forschungsverband (European Educational Research Association - EERA) erstellt worden, um die Ziele des Verbands und seinen Mitgliedern auf dem Gebiet der pädagogischen Forschung zu fördern.
Die EERA wurde gegründet, um die pädagogische Forschung in Europa zu verbessern, die Zusammenarbeit zwischen den Verbänden pädagogischer Forschung zu fördern und um klare Kommunikation mit und zwischen Politologen und Lehrern zu ermöglichen. Die EERA beabsichtigt, mit dieser Zeitschrift eine 'transnationale' Gemeinschaft von Gelehrten, mit und durch die Idee der 'European Educational Research Space' (Europäische Pädagogische Forschungsraum), zu erschaffen. Der aktuelle Zustand pädagogischer Forschung in Europa ist gemischt: einige Forschungstraditionen und Methologien werden in Europa geteilt aber andere schliessen einander oft aus; eine politikbetriebene neue Definition der Idee von Forschung findet statt - von einem Standpunkt moralischer Anfrage zu einem Prozess technischer Tat; und es gibt eine wahrnehmbare Entfernung von seiner Stelle in Universitäts- und öffentlichen Abteilungen zu einer Auswahl von öffentlichen und privaten Versorgern.
Erziehungsforscher der Europäischen Union arbeiten heute in Zusammenarbeit, wo den mobilisierenden Diskurs zwischen dem 'European Educational Research Area' (Europäischen Pädagogischen Forschungsgegend) und dem 'European Research Area' (Europäischen Forschungsgegend) in Kombination mit anderen Einflüssen 'ohne Grenzen' des Internationalismus von Programmen, öffentlich-privaten Gemeinschaften und Universitätsbündnisse, stellen das Milieu von Forschung in Erziehungswissenschaften um. Die EERA hat diesen Prozess als eine Herausforderung zu verstehen und macht Globalismus erkenntlich. Gleichzeitig, die Schwierigkeit einen unerlässlichen europäischen Forschungsbereich zu schaffen ist eine Folge des Mangels an gemeinsamer Information über öffentliche Forschung und nationale und europäische Forschungspolitik in Erziehungswissenschaften. Europa ist ein Bereich; aber es ist ein wechselnder Bereich, oder sogar ein vorgestellter Bereich. Die Idee des Europäische Pädagogische Forschungsraums darf als eine Metapher für eine kulturell spezifische, Intellektuell- und Sozialpraxis unter die Erziehungsforscher benutzt werden, die sich in vieler verschiedenen Hinsichten mit Orts- und Globalähnlichkeit und Unterschieden beteiligt.
Das Europäisches Pädagogisches Forschungs Journal wird ein Forum für konstruktiven Dialog sein, der Besonderheit und Unterschied erkennt, der die relative Schwäche der Verbindung zwischen Sozialwissenschaft und pädagogischer Forschung in Europa eingesteht und versucht sie anzugehen, und der versucht, die Methodik für das Studium des neuen 'Raums' pädagogischer Forschung in Europa zu entwickeln.
Die Zeitschrift wird Aspekte pädagogischer Forschung publizieren, die besondere Fallstudien und Zusammenhänge in der Problematik des Europäische Pädagogische Forschungsraums erläutert.
[ITALIAN]
Lo European Educational Research Journal è stato creato dall'Associazione Europea di Ricerca Pedagogica (EERA) per agevolare le aspirazioni dell'associazione e i suoi membri, ricercatori pedagogici in tutta Europa.
EERA è stato fondato per promuovere la ricerca pedagogica in Europa, per incorraggiare la cooperazione fra le associazioni di ricerca pedagogica e per rendere più semplice la communicazione fra coloro che prendono le decisioni politiche e gli insegnanti. EERA vuole che la sua rivista construisca una communità transnazionale di specialisti attraverso l'idea dello 'Spazio di Ricerca Pedagogica Europea'.
La condizione attuale di ricerca pedagogica in Europa è diversa: ci sono tradizioni e metodologie di ricerca che sono condivise in tutta Europa, mentre altre in cui spesso una esclude l'altra: l'idea della ricerca sta trasformando, spinta dalla poitica, una inchiesta morale in un processo di azione tecnica. Si nota un evidente movimento della ricerca pedagogica dalle università e dipartimenti pubblici ad una gamma di fornitori di servizi pubblici e privati.
Il contesto in cui i ricercatori pedagogici dell'Unione Europea stanno lavorando è uno dove i discorsi della 'Zona di Ricerca Pedagogica Europea' e la 'Zona di Ricerca Europea', messi insieme con altri flussi 'senza frontiere' di programmi internazionalizzati, associazioni private-pubblici e alleanze universitarie, stanno rimodellando l'ambiente della ricerca pedagogica. La sfida per EERA è di capire questo processo e di rendere visibile la sua globalisazzione. Contemporaneamente, la difficoltà di creare uno spazio vitale di ricerca europea è il risultato di una mancanza di scambio di informazioni sulla ricerca pubblica e le politiche nazionali e Europee della ricerca pedagogica. L'Europa è un posto; ma un posto che si trasforma e che è anche un posto immaginato. L'idea dello 'Spazio di Ricerca Pedagogica Europea' può essere una metafora per una pratica intelletuale e sociale che è culturalmente specifica fra i ricercatori pedagogici, che si occupa, in tanti modi diversi, della similarità e la diversità globale e locale. Lo European Educational Research Journal sarà un forum per un dialogo costruttivo che riconosce la diversità e la particolarità, che ammette e cerca di rinforzare la relativa debolezza dei collegamenti fra la scienza sociale e la ricerca pedagogica in Europa, e che cerca di svillupare metodologie per studiare il nuovo 'spazio' di ricerca pedagogica in Europa.
La rivista pubblicherà gli aspetti della ricerca pedagogica che danno luce a casi e contesti particolari all'interno della la problematica dello 'Spazio di Ricerca Pedagogica Europeo'.
EERJ is an international journal that publishes peer-reviewed, cutting-edge scholarship across the full breadth of fields of educational inquiry. The journal’s focus and explicit interest in the European education research arena means that EERJ has created an outstanding record of addressing major European debates about the significance, impacts and effects of education policy, provision and processes across a range of countries and fields. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education is not a bounded, closed-off policy and practice arena, but it continuously interfaces with local, national, regional and European/global developments, contexts and agendas in all phases and aspects of formal and informal education. Thus, as a flagship journal of the European Education Research Association, EERJ is the world’s premier outlet for research on European education, analysed from a diversity of contemporary and emergent social and educational theories and applying a range or methodological approaches.
EERJ has always sought to reflect and drive the major currents of debate in education research, both in Europe and internationally. Building on this legacy, our vision is to be at the forefront of scholarly efforts to understand and address the production of education problems and solutions, discourses, paradigms, practices and challenges, broadly understood. We encourage submissions that nuance our understanding of the inherently political processes through which these education issues are created, experienced, and responded to. We particularly welcome scholarship that generates new perspectives on some of the core assumptions and debates in European -and global- education research.
Above all, EERJ provides a forum for a diversity of epistemological and methodological approaches. In keeping with the journal’s founding concerns for disciplinary pluralism, we welcome diverse voices and stances, as well as genuinely interdisciplinary research agendas. We continuously aim for a bigger proportion of articles from women scholars and support the discipline-wide effort to see gender parity. We are committed to improving the number of submissions and published articles by authors from underrepresented minority groups, scholars from the European/Global South and the rest of the European periphery, and Early Career Researchers (ECRs).
Peer review policy
The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of 'speaking' to the European and international audience.
Contributions are expected to take into account the wide international readership of EERJ, and exhibit knowledge of previously published articles in the field. Submissions should not only be rigorous and reflexive theoretically and methodologically, but also offer original insights to educational problems and perspectives.
| Sotiria Grek | University of Edinburgh, UK |
| Paolo Landri | IRPPS, Rome, Italy |
| Mathias Decuypere | KU Leuven, Belgium |
| Emiliano Grimaldi | University of Naples Federico II, Italy |
| Linda Rönneberg | University of Umeå, Sweden |
| Christian Ydesen | University of Aalborg, Denmark |
| Alli Spring | University of Edinburgh, UK |
| Julie Allan | University of Birmingham, UK |
| John Benedicto Krejsler | Aarhus University, Denmark |
| Pieter Vanden Broeck | UCLouvain: Université catholique de Louvain, Belgium |
| Luís Miguel Carvalho | University of Lisbon, Portugal |
| Mari Elken | Nordic Institute for Studies in Innovation, Research and Education, Norway |
| Sharon Gewirtz | King's College London, UK |
| Francesca Gobbo | University of Turin, Italy |
| Stephen Gorard | Durham University, UK |
| Emiliano Grimaldi | University of Naples Federico II, Italy |
| Stefan Thomas Hopmann | University of Vienna, Austria |
| Marek Kwiek | Poznan University, Poland |
| Martin Lawn (Founding Editor) | University of Oxford, UK |
| Sverker Lindblad | University of Gothenberg, Sweden |
| Eric Mangez | Université Catholique de Louvain, Belgium |
| Christian Maroy | University of Montreal, Canada |
| Kerstin Martens | Bremen University, Germany |
| Marcella Milana | Department of Human Sciences, University of Verona, Italy |
| Eszter Neumann | Hungarian Academy of Sciences, Centre for Social Sciences, Hungary |
| António Nóvoa | University of Lisbon, Portugal |
| Professor Nelli Piattoeva | Faculty of Education and Culture, Tampere University, Finland |
| Terri Seddon | Monash University, Australia |
| Maarten Simons | University of Leuven, Belgium |
| Kirsten Sivesind | University of Oslo, Norway |
| Tore Sorensen | Universite Catholique of Louvain, Belgium |
| Gita Steiner-Khamsi | Teachers College, Columbia University, New York, USA |
| Daniel Tröhler | University of Vienna, Austria |
| Anna Tsatsaroni | University of the Peloponnese, Greece |
| Florian Waldow | Humboldt-University Berlin, Germany |
| Theo Wubbels | Utrecht University, Netherlands |
| Agnes van Zanten | CNRS, Paris, France |
This Journal is a member of the Committee on Publication Ethics
Please read the guidelines below then visit the Journal’s submission site https://mc.manuscriptcentral.com/eer to upload your manuscript. Please note that manuscripts not conforming to these guidelines may be returned. Remember you can log in to the submission site at any time to check on the progress of your paper through the peer review process.
Only manuscripts of sufficient quality that meet the aims and scope of European Educational Research Journal will be reviewed.
There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below.
As part of the submission process you will be required to warrant that you are submitting your original work, that you have the rights in the work, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you, that you are submitting the work for first publication in the Journal and that it is not being considered for publication elsewhere and has not already been published elsewhere. Please see our guidelines on prior publication and note that European Educational Research may accept submissions of papers that have been posted on pre-print servers; please alert the Editorial Office when submitting (contact details are at the end of these guidelines) and include the DOI for the preprint in the designated field in the manuscript submission system. Authors should not post an updated version of their paper on the preprint server while it is being peer reviewed for possible publication in the journal. If the article is accepted for publication, the author may re-use their work according to the journal's author archiving policy.
If your paper is accepted, you must include a link on your preprint to the final version of your paper.
- What do we publish?
1.1 Aims & Scope
1.2 Article types
1.3 Writing your paper - Editorial policies
2.1 Peer review policy
2.2 Authorship
2.3 Acknowledgements
2.4 Funding
2.5 Declaration of conflicting interests
2.6 Research Data - Publishing policies
3.1 Publication ethics
3.2 Contributor's publishing agreement
3.3 Open access and author archiving - Preparing your manuscript
4.1 Formatting
4.2 Artwork, figures and other graphics
4.3 Supplemental material
4.4 Reference style
4.5 English language editing services - Submitting your manuscript
5.1 ORCID
5.2 Information required for completing your submission
5.3 Permissions - On acceptance and publication
6.1 Sage Production
6.2 Online First publication
6.3 Access to your published article
6.4 Promoting your article - Further information
Before submitting your manuscript to European Educational Research Journal, please ensure you have read the Aims & Scope.
Original Research papers, including individual submissions, contributions to a special issue, ECER keynote conference papers, ECER preconference best papers. These should be 7,000 to 8,000 words (indicative) with a max of 10,000 if justified (not counting bibliography and references).
Reviews should be 3,000 to 4,000 words (indicative) with a maximum 6,000, depending on the number of books being reviewed (not counting bibliography and references).
The Essay Review section of the journal presents and discusses important books and research reports which are of interest to the European Educational Research Community (see our policy statement). Essays are not limited to simple one page reviews. They should rather be conceived as discussion papers that not only present publications but also extensively discuss and elaborate on them. An essay can deal with one or more books/reports. The indicative expected length is 3000 to 4000 words (with a maximum of 6000). The Essay Review Section has a specific interest in presenting and elaborating on non-English books and reports. Of course, essay reviews dealing with publications in English can also be submitted. Authors of the book themselves cannot submit an essay on their own work. More generally, authors of the essays should not be involved closely with the authors of the book/report they are reviewing.
Download EERJ’s special issue procedures
The Sage Author Gateway has some general advice and on how to get published, plus links to further resources. Sage Author Services also offers authors a variety of ways to improve and enhance their article including English language editing, plagiarism detection, and video abstract and infographic preparation.
1.3.1 Make your article discoverable
When writing up your paper, think about how you can make it discoverable. The title, keywords and abstract are key to ensuring readers find your article through search engines such as Google. For information and guidance on how best to title your article, write your abstract and select your keywords, have a look at this page on the Gateway: How to Help Readers Find Your Article Online.
European Educational Research Journal adheres to a rigorous double-anonymize reviewing policy in which the identity of both the reviewer and author are always concealed from both parties.
All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.
Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools.
All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.
Please supply any personal acknowledgements separately to the main text to facilitate anonymous peer review.
2.3.1 Third party submissions
Where an individual who is not listed as an author submits a manuscript on behalf of the author(s), a statement must be included in the Acknowledgements section of the manuscript and in the accompanying cover letter. The statements must:
• Disclose this type of editorial assistance – including the individual’s name, company and level of input
• Identify any entities that paid for this assistance
• Confirm that the listed authors have authorized the submission of their manuscript via third party and approved any statements or declarations, e.g. conflicting interests, funding, etc.
Where appropriate, Sage reserves the right to deny consideration to manuscripts submitted by a third party rather than by the authors themselves.
European Educational Research Journal requires all authors to acknowledge their funding in a consistent fashion under a separate heading. Please visit the Funding Acknowledgements page on the Sage Journal Author Gateway to confirm the format of the acknowledgment text in the event of funding, or state that: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
2.5 Declaration of conflicting interests
European Educational Research Journal encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the Sage Journal Author Gateway.
The journal is committed to facilitating openness, transparency and reproducibility of research, and has the following research data sharing policy. For more information, including FAQs please visit the Sage Research Data policy pages
Subject to appropriate ethical and legal considerations, authors are encouraged to:
- share your research data in a relevant public data repository
- include a data availability statement linking to your data. If it is not possible to share your data, we encourage you to consider using the statement to explain why it cannot be shared.
- cite this data in your research
Sage is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway.
3.1.1 Plagiarism
European Educational Research Journal and Sage take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Equally, we seek to protect the reputation of the journal against malpractice. Submitted articles may be checked with duplication-checking software. Where an article, for example, is found to have plagiarised other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.
3.1.2 Prior publication
If material has been previously published it is not generally acceptable for publication in a Sage journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the Sage Author Gateway or if in doubt, contact the Editor at the address given below.
3.2 Contributor's publishing agreement
Before publication, Sage requires the author as the rights holder to sign a Journal Contributor’s Publishing Agreement. Sage’s Journal Contributor’s Publishing Agreement is an exclusive licence agreement which means that the author retains copyright in the work but grants Sage the sole and exclusive right and licence to publish for the full legal term of copyright. Exceptions may exist where an assignment of copyright is required or preferred by a proprietor other than Sage. In this case copyright in the work will be assigned from the author to the society. For more information please visit the Sage Author Gateway.
3.3 Open access and author archiving
European Educational Research Journal offers optional open access publishing via the Sage Choice programme and Open Access agreements, where authors can publish open access either discounted or free of charge depending on the agreement with Sage. Find out if your institution is participating by visiting Open Access Agreements at Sage. For more information on Open Access publishing options at Sage please visit Sage Open Access. For information on funding body compliance, and depositing your article in repositories, please visit Sage’s Author Archiving and Re-Use Guidelines and Publishing Policies.
4. Preparing your manuscript for submission
The preferred format for your manuscript is Word. LaTeX files are also accepted. Word and (La)Tex templates are available on the Manuscript Submission Guidelines page of our Author Gateway.
4.2 Artwork, figures and other graphics
For guidance on the preparation of illustrations, pictures and graphs in electronic format, please visit Sage’s Manuscript Submission Guidelines.
Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.
For more information on including artwork, figures and other graphics in your article, please visit our Supplemental Materials page on our Author Gateway.
This journal is able to host additional materials online (e.g. datasets, podcasts, videos, images etc) alongside the full-text of the article. For more information please refer to our guidelines on submitting supplementary files.
European Educational Research Journal adheres to the Sage Harvard reference style. View the Sage Harvard guidelines to ensure your manuscript conforms to this reference style.
If you use EndNote to manage references, you can download the Sage Harvard EndNote output file
4.5 English language editing services
Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using Sage Language Services. Visit Sage Language Services on our Journal Author Gateway for further information.
European Educational Research Journal is hosted on Sage Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Visit https://mc.manuscriptcentral.com/eer to login and submit your article online.
IMPORTANT: Please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created. For further guidance on submitting your manuscript online please visit ScholarOne Online Help.
As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID IDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID ID you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID ID will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID ID is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
If you do not already have an ORCID ID please follow this link to create one or visit our ORCID homepage to learn more.
5.2 Information required for completing your submission
You will be asked to provide contact details and academic affiliations for all co-authors via the submission system and identify who is to be the corresponding author. These details must match what appears on your manuscript. The affiliation listed in the manuscript should be the institution where the research was conducted. If an author has moved to a new institution since completing the research, the new affiliation can be included in a manuscript note at the end of the paper. At this stage please ensure you have included all the required statements and declarations and uploaded any additional supplementary files (including reporting guidelines where relevant).
Please also ensure that you have obtained any necessary permission from copyright holders for reproducing any illustrations, tables, figures or lengthy quotations previously published elsewhere. For further information including guidance on fair dealing for criticism and review, please see the Copyright and Permissions page on the Sage Author Gateway.
6. On acceptance and publication
Your Sage Production Editor will keep you informed as to your article’s progress throughout the production process. Proofs will be made available to the corresponding author via our editing portal Sage Edit or by email, and corrections should be made directly or notified to us promptly. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, and that Funding and Conflict of Interest statements, if any, are accurate.
Online First allows final articles (completed and approved articles awaiting assignment to a future issue) to be published online prior to their inclusion in a journal issue, which significantly reduces the lead time between submission and publication. Visit the Sage Journals help page for more details, including how to cite Online First articles.
6.3 Access to your published article
Sage provides authors with online access to their final article.
Publication is not the end of the process! You can help disseminate your paper and ensure it is as widely read and cited as possible. The Sage Author Gateway has numerous resources to help you promote your work. Visit the Promote Your Article page on the Gateway for tips and advice.
Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the European Educational Research Journal editorial office as follows:
Paolo Landri (paolo.landri@irpps.cnr.it) and Sotiria Grek (Sotiria.Grek@ed.ac.uk)