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AERA Open is a peer-reviewed, open access journal published by the American Educational Research Association (AERA). AERA Open aims to advance knowledge related to education and learning through rigorous empirical and theoretical study, conducted in a wide range of academic disciplines. AERA Open publishes studies of education and learning in various contexts, such as early childhood, after-school, primary and secondary, and post-secondary education.
The American Educational Research Journal(AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
Welcome to the Berkeley Review of Education, a peer-reviewed interdisciplinary journal published online and edited by students from the Graduate School of Education at the University of California, Berkeley. The Berkeley Review of Education engages issues of educational diversity and equity within cognitive, developmental, sociohistorical, linguistic, and cultural contexts. The BRE encourages submissions on research and theory from senior and emerging scholars, practitioners, and policy-makers. To submit a paper, please click on "Submit article to this journal" in the side bar.
Comparative Education Review investigates education throughout the world and the social, economic, and political forces that shape it. Founded in 1957 to advance knowledge and teaching in comparative education studies, the Review has since established itself as the most reliable source for the analysis of the place of education in countries other than the United States. CER is the official journal of the Comparative and International Education Society (CIES).
Contemporary Education Dialogue, in publication since July 2003, provides a space for scholarly conversations on issues critical to education. Under the guidance of Education Dialogue Trust, India, this peer-reviewed, bi-annual journal aims to foster critical dialogue leading to the growth of theory and practice relevant to the Global South in areas ranging from classroom practice to policy and comparative perspectives. The journal aims to bridge the gulf between practitioners and academicians. Leading scholars from education and allied field have led the journal as its editors and are a part of the journal’s editorial advisory board. The main section of the journal carries peer-reviewed analytical articles; others include a special section dedicated to issues concerning teachers, teaching, and teacher education, scholarly commentary introducing classics in education to contemporary audiences, reviews and a reflective Endpage. The journal receives contributions from and is read widely by the scholarly, policy and practitioner community. Proposals for special issues, discussions and responses to published articles are welcome.
Diverse: Issues In Higher Education is the preeminent source of critical news, information and insightful commentary on the full range of issues concerning diversity in American higher education. Diverse began writing about diversity, equity and inclusion in higher education long before diversity and multiculturalism became “hot-button” issues. Today, our mission remains as true as it was more than 37 years ago: to provide information that is honest, thorough and balanced. We seek, through traditional and nontraditional mediums, to be change agents and generate public policies that resolve inequities that still exist today. In fulfilling our mission, we believe we are helping to build the educational, cultural, social and economic structures necessary to allow every individual to reach his or her full potential, and thus contribute to the greater good of their community and the nation.
Diversity Woman Magazine is the essential business magazine and community for women professionals and executives, with an initiative to support leadership and executive management development for all women of all races, cultures and backgrounds. Through an exchange of resources, knowledge, insights, and research, you will continue to transform your career and celebrate your successes.
Education and Urban Society has recently shifted from a themed-issues format to a traditional, peer-reviewed publication to help you stay up to date on the role of education in society today. The preeminent journal for communicating new ideas on educational processes, controversies, research, and policy, Education and Urban Society places special emphasis on the relationship between educators and society.
Education, Citizenship and Social Justice provides a strategic forum for international and multi-disciplinary dialogue for all academic educators and educational policy-makers concerned with the meanings and form of citizenship and social justice as these are realised throughout the time spent in educational institutions.
Educational Evaluation and Policy Analysis (EEPA) is the premier journal for rigorous, policy-relevant research on issues central to education. The articles that appear inform a wide range of readers—from scholars and policy analysts to journalists and education associations—working at local, state, and national levels. EEPA is a multidisciplinary journal, and editors consider original research from multiple disciplines, orientations, and methodologies.
Educational Leadership magazine is ASCD's flagship publication. With a circulation of 135,000, EL is acknowledged throughout the world as an authoritative source of information about teaching and learning, new ideas and practices relevant to practicing educators, and the latest trends and issues affecting prekindergarten through higher education.
EDI offers a platform for critical and rigorous exploration of equal opportunities concerns including gender, ethnicity, class, disability, age, sexual orientation, religion, as well as other nascent forms of inequalities in the context of society
Insightful and pioneering research, topical issues, and broad perspectives by leaders in the field for more than 75 years have made Exceptional Children (EC) the most respected scholarly journal in special education.
This peer-review journal publishes research, research reviews, methodological reviews of literature, data-based position papers and policy analyses, and registered reports on the education and development of children and youth with exceptionalities. EC is published quarterly.
The purpose of Exceptionalityis to provide a forum for presentation of current research and professional scholarship in special education. Areas of scholarship published in the journal include quantitative, qualitative, and single-subject research designs examining students and persons with exceptionalities, as well as reviews of the literature, discussion pieces, invited works, position papers, theoretical papers, policy analyses, and research syntheses. Appropriate data-based papers include basic, experimental, applied, naturalistic, ethnographic, and historical investigations. Papers that describe assessment, diagnosis, placement, teacher education, and service delivery practices will also be included. Manuscripts accepted for publication will represent a cross section of all areas of special education and exceptionality and will attempt to further the knowledge base and improve services to individuals with disabilities and gifted and talented behavior.
Feminist Teacher (FT) provides discussions of such topics as multiculturalism, interdisciplinarity, and distance education within a feminist context. FT serves as a medium in which educators can describe strategies that have worked in their classrooms, institutions, or non-traditional settings; theorize about successes or failures; discuss the current place of feminist pedagogies and teachers in classrooms and institutions; and reveal the rich variety of feminist pedagogical approaches.
Feminist Teacher is no longer being published. (ceased in 2018)
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate.
The History of Education Quarterly is an international, peer-reviewed academic journal dedicated to publishing high-quality scholarship on the history of education. It is the official journal of the field's leading professional society in the United States, the History of Education Society, and has been published continuously since 1960. The journal encourages submissions from a range of intersecting sub-fields in social, political, economic, intellectual, and cultural history, including (but not limited to): Urban History, Policy History, Sociology of Knowledge, Colonialism and Colonial Education, History of Childhood and Youth, Gender Studies, Ethnic History, Indigenous Education, Cultural Studies, Comparative History, and the History of Ideas.
Improving Schoolsis for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an international readership including teachers, heads, academics, education authority staff, inspectors and consultants.
Inclusion Magazine is the premier inclusive business magazine with a community of professionals and executives who champion equity and equality in the workplace. This consortium of thinkers and innovators focus to provide resources, insights and practices to develop fully-represented teams, create global initiatives, discuss solutions and build culturally competent corporate structures.
INSIGHT Into Diversity is the oldest and largest diversity magazine and website in higher education today. For over 45 years, INSIGHT Into Diversity has connected potential employees with institutions and businesses choosing to embrace a workforce more reflective of our local and national communities.
International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles: (1) empirical research reports that explicitly address multicultural educational issues and typically engages qualitative research methods in robust manners (if specified in the call for submissions, some special issues may accept quantitative studies); (2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature. We particularly encourage submissions resulted from meaningful and ethical collaboration among international scholars and practitioners. Submissions that advance from prescreening will be subject to originality-testing and double-blind review.
The International Journal of Inclusive Educationprovides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges.
Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education.
The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.
The Journal of African American Males in Education (JAAME). JAAME is a peer-reviewed journal devoted to advancing scholarship and practice on African American males in education. JAAME publishes research on African American males throughout the educational pipeline (P-20), in various contexts (e.g., urban, suburban, rural), and in multiple capacities (e.g., students, teachers, faculty, staff, administrators). JAAME features articles that: 1) are grounded in research, theory and experiential knowledge; 2) promote critical examination of issues facing African American males in education; and 3) provide concrete recommendations for policy and practice. JAAME is published online.
Journal of African American Studies examines topics concerning social transformations that impact the life chances of continental Africans and the African diaspora. It publishes original research on issues of professional and disciplinary concern for the social progress of people of African descent.
The journal features empirical, methodological, and theoretical papers as well as literary criticism. It covers the full spectrum of this interdisciplinary field, containing diverse methods and perspectives that include anthropology, art, economics, law, literature, management science, political science, psychology, sociology, social policy research, and others.
Founded in 1961, the Journal of American Indian Education (JAIE) is a journal featuring original scholarship on education issues of American Indians, Alaska Natives, Native Hawaiians, and Indigenous peoples worldwide, including First Nations, Māori, Aboriginal/Torres Strait Islander peoples, and Indigenous peoples of Latin America, Africa, and others.
JAIE strives to improve Indigenous education through empirical research, knowledge generation, and transmission to researchers, classrooms, communities, and other educational settings. Studies grounded in Indigenous research methodologies are especially encouraged.
Journal of Diversity in Higher Education largely publishes empirical research focused on issues related to issues of diversity, equity, and inclusion in post-secondary environments. Our manuscripts address the experiences and outcomes of individuals from underrepresented and underserved communities, focusing on institutional barriers and challenges, patterns of access and achievement, and the impact of engaging with diverse students, faculty, and administrators.
As the oldest educational publication in the country, the Journal has served many purposes in its long history. Our current mission is to disseminate knowledge that informs practice in PK-12, higher, and professional education. A refereed publication, the Journaloffers three issues each calendar year. Each issue includes research reports, explications of theory, reflections, and essay reviews of academic/professional and books for young readers. Every article describes implications for practice beyond the setting in which the work was conducted. In each issue, there will be three sections that address the following themes: Educational Studies; Language and Literacy Education; Applied Human Development in the Context of Schooling.
The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
The Journal of Hispanic Higher Education (JHHE) is a quarterly international journal devoted to the advancement of knowledge and understanding of issues at Hispanic-serving institutions. JHHE maintains a broad focus and accepts the highest quality scholarly, creative and practical articles that combine research with application, fostering the integration of theory and practice. As such, JHHE publishes both quantitative and qualitative articles that specifically relate to issues of interest at Hispanic-serving institutions of higher learning worldwide. JHHE is particularly interested in research that crosses both cultural and disciplinary boundaries.
The Journal of Latinos and Education (JLE) provides a cross-, multi-, and interdisciplinary forum for scholars and writers from diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos. There are four broad arenas which encompass most issues of relevance: (1) Policy, (2) Research, (3) Practice, and (4) Creative & Literary Works.
The Journal of LGBT Youthis an international interdisciplinary research forum dedicated to improving the quality of life for lesbian, gay, bisexual, trans, two-spirit, intersex, queer, questioning, and allied youth.
This quarterly journal presents peer-reviewed scholarly articles, book reviews, practitioner-based essays, policy analyses, and revealing narratives from young people from a wide-range of discourses, contexts, and theoretical disciplines. The papers and works we publish are committed to advancing knowledge and public understanding, advocacy, scholarship, and support for sexual and gender minority youth.
Journal of Multicultural Counseling and Development (JMCD) is concerned with research, theory, and program applications pertinent to multicultural and ethnic minority interests in all areas of counseling and human development.
The Journal of Research in Rural Education is a peer-reviewed, open access e-journal publishing original pieces of scholarly research of demonstrable relevance to educational issues within rural settings. JRRE was established in 1982 by the University of Maine College of Education and Human Development. In 2008, JRRE moved to the Center on Rural Education and Communities, located within Penn State University’s College of Education, and is edited by Karen Eppley with associate editors Kai Schafft, Jerry Johnson, and Mara Tieken.
We welcome single-study investigations, historical and philosophical analyses, research syntheses, theoretical pieces, and policy analyses from multiple disciplinary and methodological perspectives. Manuscripts may address a variety of issues including (but not limited to): the interrelationships between rural schools and communities; the sociological, historical, and economic context of rural education; rural education and community development; learning and instruction; preservice and inservice teacher education; educational leadership, and; educational policy. Book reviews and (occasionally) brief commentary on recently published JRRE articles are also welcomed.
An online and freely accessible interdisciplinary journal providing a forum for scholars and writers from diverse fields who share a common interest in Southeast Asian (SEA) Americans and their communities. JSAAEA is an official publication of the National Association for the Education and Advancement of Cambodian, Laotian, and Vietnamese Americans (NAFEA), with support from the Department of Curriculum and Instruction and the College of Education at Purdue University.
Publishes reports of research and scholarly reviews on special education for individuals with disabilities. Published by the Hammill Institute on Disabilities and SAGE in association with the Division for Research of The Council for Exceptional Children.
The Journal of Studies in International Education (JSIE) http://journals.sagepub.com.ezproxy.mnsu.edu/home/jsi reaches an extensive international audience. It is the premiere forum for higher education researchers, teachers, policy makers, leaders, managers and administrators, interested in all facets of the internationalization of higher education.
JSIE publishes critical scholarly peer reviewed articles from researchers and practitioners in all regions of the world contributing new insights into current and emerging concepts, theories, research and practice in the internationalization of higher education.
The Journal of Teacher Education provides a vital forum for considering practice, policy, and research in teacher education. It examines some of the most timely and important topics in the field, such as:
New Teacher Education Standards
Assessing the Outcomes of Teacher Education
Preparing Teachers to Meet the Needs of Diverse Populations
Teacher Education in a Global Society
The Research Base for Teacher Education
Accountability and Accreditation Issues
Collaborating with Arts and Sciences Faculties
Recruiting a More Diverse Teaching Force and Teacher Education Faculty
School-based and Partnership-based Teacher Education
Alternative Approaches to Teacher Education
High Stakes Testing for Teachers and Students
Leadership in 21st Century Schools of Education
The Changing Demographics of Schools and Schooling
Multicultural Education features articles, research, reviews, promising practices, art, music, literature, and listings of resources related to the evolving field of multicultural education. Indexed in the Education Index.
Multicultural Education Review(MER) is a peer-reviewed journal for research about diversity and equity in education. Aiming to provide a truly international and multidisciplinary forum for the discussion of educational issues, MER welcomes original contributions that explore various aspects of policy and practice in education around the world. As an official scholarly journal of the Korean Association for Multicultural Education, MER is published in March, June, September, and December.
Multicultural Perspectives (MCP) promotes the philosophy of social justice, equity, and inclusion. It celebrates cultural and ethnic diversity as a national strength that enriches the fabric of society. MCP encourages a range of material from academic to personal perspectives; poetry and art; articles of an academic nature illuminating the discussion of cultural pluralism and inclusion; articles and position papers reflecting a variety of disciplines; and reviews of film, art, and music that address or embody multicultural forms. Its main audience is K-12 educators, social scientists, governmental social service personnel, teacher educators, and those involved in multicultural education. MCP is published four times a year by the National Association for Multicultural Education. Many more manuscripts are submitted each year than can be published. Following the guidelines stipulated on the Instruction for Authors page will enhance the likelihood of the manuscript's acceptance. Articles are reviewed by a panel of reviewers under a blind review process.
The mission of Profiles in Diversity Journal is to deliver workplace diversity and inclusion experiences, ideas and solutions to diversity practitioners working in corporations, nonprofits, military and government agencies, and educational institutions through research, news and feature articles and surveys of industry leaders. Profiles in Diversity Journal is a quarterly magazine launched in 1999, focusing on senior leadership, best practices, case studies, workforce diversity strategies, and recognition of employee contribution.
Race Ethnicity and Education is the leading peer-reviewed journal on racism and race inequality in education. The journal provides a focal point for international scholarship, research and debate by publishing original and challenging research that explores the dynamics of race, racism and ethnicity in education policy, theory and practice.
RADICAL TEACHER, founded in 1975, is a socialist, feminist, and anti-racist journal dedicated to the theory and practice of teaching. It serves the community of educators who are working for democratic process, peace, and justice. The magazine examines the root causes of inequality and promotes progressive social change.
RADICAL TEACHER publishes articles on classroom practices and curriculum, as well as on educational issues related to gender and sexuality, disability, culture, globalization, privatization, race, class, and other similar topics.
Research on Diversity in Youth Literature (RDYL) is a peer-reviewed, online, open-access journal hosted by St. Catherine University’s Master of Library and Information Science Program and University Library. RDYL is published twice a year; summer issues are themed and winter issues are unthemed.
The Review of Educational Research (RER, quarterly, begun in 1931; approximately 640 pp./volume year) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. RER does not publish original empirical research unless it is incorporated in a broader integrative review. RER will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.
Roeper Review is an international, quarterly, refereed journal publishing scholarly articles that pertain to practice, policy, applied research, and theory in all dimensions of gifted education. Articles are thought provoking and often interdisciplinary. The Roeper Review aims to enhance the development of gifted individuals and the improvement of the world through more attention to giftedness, talent development, and creativity guided by ethical awareness. Diverse topics include: theories and philosophical analyses pertinent to giftedness, talent, and creativity; gender issues; curriculum studies; instructional strategies; educational psychology; elementary/early childhood/secondary education of the gifted; emotional, motivation, and affective dimensions of gifted individuals; differentiating instruction; teacher education; tests, measurement, and evaluation; and program development.
Social Psychology of Education draws from the disciplines of psychology, sociology, and education in order to help us better understand human behavior in education. The journal fills a gap in the literature by covering a wide variety of content concerns (e.g., classroom instruction, student cultures and interactions), theoretical interests (e.g., group dynamics, social learning theory), and research methods (e.g., comparative research, literature reviews, panel studies). Articles are of particular value to social psychologists with an interest in educational matters and educational researchers who use or are interested in using a social psychological approach.
Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
The International Journal of Diversity in Education compares strategies for negotiating cultural differences in the classroom, from the micro-dynamics of pedagogy, to the agendas of curriculum and assessment.
The International Journal of Learning: Annual Review aims to create an intellectual frame of reference and to support an interdisciplinary conversation on the nature and future of learning. Candidates for inclusion in this survey journal include works by invited contributors and top-ranked articles selected from thematic journals of the collection.