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This site provides access to the research output of the institution. The interface is available in German.

This site is a university repository providing access to the publication output of Utrecht University and other resources, such as maps. The site interface is available in Dutch or English.

This site provides access to the research output of the institution. About a third of the items is available as open access full-text.

This site provides access to the research outputs of the Texas A&M University Kingsville. Users may set up RSS feeds to be alerted to new content. The interface is available in English.

The NIOZ Repository provides access to the institute’s research output. It currently contains over a thousand items that have been published since 2011.

The Journal of Educational Data Mining (JEDM; ISSN: 2157-2100) is an international and interdisciplinary forum of research on computational approaches for analyzing electronic repositories of student data to answer educational questions. It is completely and permanently free and open-access to both authors and readers.

Open Access journal of the University of California Press. The initial launch will include three core fields of study: Life and Biomedical Sciences, Ecology and Environmental Science, Social and Behavioral Sciences. Over the next several years we plan to expand into disciplines across science, humanities, and other emerging and important areas of research and scholarship.

Qual.met – als peer-reviewte Fachzeitschrift für Forschung zu und mit qualitativen Methoden – richtet sich an Autoren/innen, die Forschung unter Anwendung von qualitativen Methoden in den Wirtschafts-, Sozial-, Bildungs- und Gesundheitswissenschaften betreiben.

Culture, Education, and Future (CEF) is an open-access and peer-reviewed international journal that publishes research aiming to improve education nature and knowledge production by focusing on how culture shapes education in light of current developments. The journal is valuable for teachers, counselors, supervisors, education administrators, educational policymakers, curriculum theorists and developers, and interdisciplinary education researchers. The CEF journal welcomes research that uses any research method, including reviews, mixed methods studies, quantitative and qualitative research, and innovative research methods. The journal's scope includes educational studies that can directly or indirectly impact education stakeholders, decision-makers, and practitioners. At CEF, researchers from all types of educational institutions, including K–12 schools, colleges, and universities, adult education centers, non-governmental education groups, as well as those working on social, family, and community projects, are encouraged to submit their articles that address current and critical issues in the field. Studies in all fields of education and culture, including psychology, anthropology, linguistics, sociology, and communication, are the journal's focus.

Heeding Benjamin Franklin’s prescient proposal for “promoting useful knowledge,” the seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing, and the roles of libraries evolve, it is our hope that the work shared in this journal will inform practices that strengthen librarianship and that increase access to the “common Stock of Knowledge.” JLSC is particularly interested in the intersection of librarianship and publishing, and the resulting roles for libraries in both content dissemination and content creation. Related areas of interest include: new methods for the creation, dissemination and exchange of information; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.