劍橋教育雜志出版關(guān)于教育各個方面的原創(chuàng)參考文章，特別強(qiáng)調(diào)有助于學(xué)術(shù)研究人員、理論家、實踐教師、政策制定者和教育管理者之間的共同理解的工作。該雜志還歡迎提交系統(tǒng)的評論文章，總結(jié)和提供新的見解，具體領(lǐng)域的教育關(guān)注。《劍橋教育雜志》擁有廣泛的國際讀者群，出版來自不同教育體系和文化的文章，繼續(xù)深入探討全球教育理論、政策和實踐。《華爾街日報》的特刊鼓勵和鼓勵有重點(diǎn)的討論和參與重大主題，并對讀者和投稿者提出的主題作出回應(yīng)。劍橋教育雜志歡迎未來版本的建議。

Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern.With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice.The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.