Brock Education: a Journal of Educational Research and Practice

Aims & Scope

About the Journal Brock Education: A Journal of Educational Research and Practice is a double blind peer-reviewed Canadian journal that publishes two issues a year. Brock Education welcomes papers concerned with the research and practice of teaching and learning at all levels: elementary and secondary schools; teacher education and teacher development; higher education and adult education; and education in the community or workplace. The main aim of the journal is to foster inquiry (in schools, post-secondary institutions and beyond) and promote a deeper understanding of the experiences of educators and learners. The journal is very receptive to practitioner inquiry—e.g., action research, self-study, reflective practice and narrative inquiry—but also accepts a wide-range of research articles that might be of interest to educational researchers and practitioners. OPEN ACCESS: BEJ is an open-access journal (Diamond) is a forum for educators and scholars to disseminate their work and make a substantial contribution to the field in Canada and around the world. Brock Education is available through a wide variety of different databases and indexes. It can be found in the following: Emerging Sources Citation Index (ESCI) within the Web of Science ERIC Directory of Open Access Journals (DOAJ) Scholar's Portal Journal Database Google Scholar Brock Education has also applied for inclusion in the SCOPUS database product. Authors are not required to pay submission or publication charges of any sort. Journal editors and Editorial Board members do not receive financial remuneration for their contributions.

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.

Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.

Subject Classification