Educate~

Educate~ is The Journal of Doctoral Research in Education.

Educate~, published twice a year in June and December under the auspices of the Doctoral School at the Institute of Education, University of London, aims to provide:
  • opportunities for the dissemination of the work of current post-graduate researchers at any stage of their research, and recent doctoral graduates, on any aspect of education or related areas
  • opportunities for the dissemination of “work in progress” to the academic community
  • a resource for professionals involved in educational enquiry and research
Educate~ articles are peer reviewed by both an established academic and a current post-graduate researcher. Articles are further reviewed by the editorial board as a whole.

Submissions are welcome at any time.

News

  • 15 July 2008: Editorial Board Members Olympia Palikara and Tim Neumann participated in a panel discussion at the Institute of Education's Doctoral School Summer Conference 2008 alongside Prof Stephen Ball, editor of the Journal of Education Policy and Dr Carey Jewitt, editor of Visual Communication.

Educate~ Podcast

Our podcast feed link is below. Please copy and paste this link into your podcatcher, such as iTunes (in iTunes, select Advanced > Subscribe to Podcast and paste the URL below).
http://www.educatejournal.org/podcast/educast.xml



Current Issue

Vol 8, No 1 (2008)

Table of Contents

Editorial

Editorial PDF
Editorial Board 1

Research Papers

The mediating effects of self-esteem and delinquency on the relationship between family social capital and adolescents’ educational achievement Abstract PDF
Omolola Abiola Adedokun, Mark A Balschweid 2-14
Young people's perspectives on health-related risks Abstract PDF
Grace Elisabeth Spencer 15-28

Media Reviews

Music, Informal Learning and the School: a New Classroom Pedagogy PDF
Tiija Elisabet Rinta 29-31
Doing a Literature Search: A Comprehensive Guide for the Social Sciences PDF
Faezeh Seyedarabi 32-33

Conference Abstracts

Doctoral School Summer Conference June 2008 Abstract PDF
Editorial Board 34-64