Specialised journals are media of publication par excellence. Historically as well as systematically, such journals carry, channel, and give shape to fields’ distinctive communication processes. They do so in ways that have far-reaching consequences for those fields’ intellectual definition and social recognition of relevant topics, legitimate issues, and methodological standards (Furlong & Lawn 2010). These communication processes are also embedded in different research cultures, which have been classified as, for instance, Saxonic, Teutonic, Gallic and Nipponic (Galtung 1981) or as oriented at “comprehensive social sciences”, at „formalized disciplinary discourses“ or at „pragmatically specializing professions“ (Wagner & Wittrock 1990). This paper represents work in progress. It contributes to a better understanding of education research through looking at its scholarly journals as media of disciplinary communication. They can also be perceived as instruments for disciplinary self-observation, self-reflection and, probably, self-governance. In a comparative perspective they also contribute to a better understanding of the process of Europeanisation. Against this background the paper firstly discusses a theoretical and methodological framework, secondly, presents some empirical results and, thirdly, discusses its comparative value regarding a European Educational Research Area.