• Open access journal (publications available online for users to read, download, copy, distribute, and use with attribution
• Professional learning community with innovative user tools to allow readers and editors to add ratings, comments, editor notes, and discussions to published articles
• International team of editors to review articles including editors from India, Greece, Canada, and the United States
• Multidisciplinary, broadly focused
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.
Educational Administration Quarterly (EAQ) publishes prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. EAQ embraces traditional and emergent research paradigms, methods, and issues. The journal particularly promotes the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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 Policy (EPX) focuses on the practical consequences of educational policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field. Educational Policy blends the best of educational research with the world of practice, making it a valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students.
Educational Researcher (ER) publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines. ER aims to make major programmatic research and new findings of broad importance widely accessible.
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.
IJEPL is a refereed electronic journal dedicated to enriching the education policy and leadership knowledge base, and promoting exploration and analysis of policy alternatives. The Journal welcomes articles on educational policy and leadership related to a variety of disciplines and educational settings, as well as policy initiatives that emanate from various levels of government. The Journal seeks to build bridges between researchers, policymakers, and practitioners to help identify best practices in learning, teaching, and leadership. Individuals from each group, therefore, are encouraged to submit articles for publication.
Decentralization, the devolution of decision-making power, technological developments, market forces and increasing demands from parents and community have had a major effect on education. The limited success of massive curricular and administrative restructuring to raise standards is also a factor demanding informed comment by administrators. Meeting the needs of principals, superintendents and directors of education interested in the practice and theory of educational administration, this important journal presents international knowledge and initiatives designed to help educational administrators deal with the powerful social, political and economic factors affecting education today.
The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and useful to those applying statistical approaches to problems and issues in educational or behavioral research. Typical papers will present new methods of analysis. In addition, critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods will be published. Papers discussing statistical techniques without specific educational or behavioral interest will have lower priority.
A quarterly journal covering original research on the funding of public schools and higher education and analysis on issues such as education reform, judicial intervention in finance, school-social agency linkages, tax limitation measures, and factors influencing teacher salaries; For academic and general audiences.
The Journal of Research on Leadership Education (JRLE), an electronic peer-reviewed journal, provides an international venue for scholarship and discourse on the teaching and learning of leadership across the many disciplines that inform the field of educational leadership. JRLE seeks to promote and disseminate rigorous scholarship on the teaching, learning, and assessing of leadership preparation and practice, the political and contextual issues that impact leadership education, and the links between leadership education and student learning. JRLE accepts empirical and conceptual articles and embraces both traditional and emergent research paradigms.
This publication is made possible through the generous support of Pearson and Seton Hall University. It is published through the AASA Leadership Development Office.
The AASA Journal of Scholarship & Practice is a refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice. It is designed to benefit AASA members and full-time and adjunct professors.
Planning and Changing provides a forum for the presentation of issues and studies that inform current educational policy and practice. As such, the journal serves as a critical, intellectual resource for educational leaders, practitioners, and policy makers. Peer-reviewed articles include formal research studies using quantitative and/or qualitative methodologies, as well as reflective, theoretical pieces focused on significant aspects of education and schooling relevant to the administrator, community, or the larger public good. Published since 1970, Planning and Changing is a well-respected journal in the field of educational leadership and policy studies. The journal welcomes submissions from both new and well-seasoned scholars.
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
School Leadership & Management is an international, refereed journal which publishes articles, reports, news and information on all aspects of the leadership and management of schools. The journal is fundamentally concerned with the improvement of leadership and management practice in schools.
Published specifically for school business officials, ASBO International’s award-winning magazine, School Business Affairs (SBA), is your definitive resource. Packed with relevant news and articles, SBA features the topics that matter most in school finance—fiscal responsibility in school budgeting, trends in pupil transportation, healthcare reform, education funding, school district leadership, and much more. With 11 issues a year, SBA is a resource you’ll turn to time and time again.