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Journal of Advanced Academics

Journal of Advanced Academics


eISSN: 21629536 | ISSN: 1932202X | Current volume: 35 | Current issue: 3 Frequency: Quarterly
Journal of Advanced Academics is a peer-reviewed quarterly journal that publishes original research and praxis articles that support and enhance advanced academics for students from early childhood to higher education.

Advanced academics is defined by JoAA's scope as: opportunities for students of all ages beyond what is typically provided, including strategies, services, or programs that support, engage, and challenge diverse learners who demonstrate exceptional abilities or achievement and/or exhibit potential not yet showcased due to systemic barriers.

JoAA explores pathways in enrichment, acceleration, and talent development; equitable curricular innovations that challenge high-ability students; ways to promote authentic academic engagement and sustained participation in advanced academics; and initiatives designed to reduce gaps (e.g., opportunity, excellence, equity) or bring about systemic change.

There are a variety of ways that students are served by or prepared for advanced academic programs. JoAA articles may include the following topics:

  • Curricular and instructional differentiation
  • Programs and/or strategies for closing achievement, opportunity, excellence, and equity gaps
  • Programs and/or strategies that provide enrichment or acceleration in advanced content areas.
  • Equitable Highly-Capable, Gifted and Talented, Enrichment, Advanced Placement, International Baccalaureate, and/or Honors Programs.
  • Advanced and/or high-level mathematics, reading, and other content area strategies.

Aim:

Journal of Advanced Academics examines and promotes strategies, programs, and services which provide diverse high-potential learners (early childhood to higher education) opportunities beyond what is typical so that learning experiences are well attuned to students' advanced capabilities and potential rather than the broad expectations and limitations of a school, class, or group. JoAA is an essential resource for educators and researchers that engages readers in:  

  • Praxis, providing examples of how theory-laden strategies, programs, and services are operationalized in authentic contexts. Authors first present theory, followed by the contextualized practice within their personal setting (e.g., classroom, community).
  • Original research, providing the results of a systematic investigation designed to further the field’s understanding of advanced academics. Authors first present a review of similar research and introduce the question under study, followed by their methodology and research findings, discussing the results in the context of the field and implications for practitioners and/or future study.
  • Scope:

    “Advanced academics” focuses on learning and opportunities for students of all ages beyond what is generally offered (e.g., curriculum, mentoring), including strategies, services, or programs that support, engage, and challenge diverse learners demonstrating exceptional abilities or achievement and/or exhibiting potential not yet showcased due to systemic barriers. JoAA encourages manuscripts that are focused on equitable aspects of supporting high-ability students of all ages and all contexts reach their full potential through opportunities beyond what is typical: within a classroom environment, at the school or programmatic level, via out-of-school opportunities, through individualized provisions, or by addressing inequities in the form of high-level systemic change. Readers gain key insights that they may adapt to support their students. In this way, JoAA’s scope includes educational topics in advanced academics including:

  • Strategies
    • for increasing belongingness and support for marginalized gifted and talented learners.
    • for fostering academic challenge.
    • for supporting talent development.
  • Programs
    • that support responsive pedagogies in advanced academics.
    • that support effective and equitable models of advanced academics (e.g., enrichment or honors programs).
    • that represent learning designs that engage high-potential students in rigorous, authentic, and challenging experiences.
  • Services
    • for providing targeted professional learning to meet learners' needs.
    • that initiate equitable access to advanced learning opportunities.
    • that address the root causes of opportunity, excellence, and equity gaps.
    Editor
    Angela Novak East Carolina University, USA
    Associate Editors
    Keri M. Guilbault Johns Hopkins University, USA
    Enyi Jen Bridges Graduate School of Cognitive Diversity in Education, USA
    Assistant Editors
    Annessia J. Bullard University of Georgia, USA
    Anna Payne University of Wyoming, USA
    Social Media Manager
    Yuyang (Ashley) Shen University of North Texas, USA
    Editorial Review Board
    Selcuk Acar University of North Texas, USA
    Kadir Bahar University of Georgia, USA
    Christina Caccese Montreal Neurological Institute and Hospital, Canada
    Eric Calvert Northwestern University, USA
    Hernán Castillo-Hermosilla Purdue University, USA
    Aakash Chowkase University of California, Berkeley, USA
    Tyler Clark Western Kentucky University, USA
    Alicia Cotabish University of Central Arkansas, USA
    Laurie Croft The University of Iowa, Belin-Blank Center, USA
    Ophélie Desmet Ball State University, USA
    Sarah Ferguson Rowan University, USA
    Donna Y. Ford Ohio State University, USA
    Cindy M. Gilson University of North Carolina at Charlotte, USA
    Ty'Bresha Glass Purdue University, USA
    Jon Goodwin University of California, Santa Barbara, USA
    Sarena Gray The University of Oklahoma, USA
    E. Jean Gubbins University of Connecticut, USA
    Benna Haas University of North Carolina at Charlotte, USA
    Daniel Hernández-Torrano Nazarbayev University, Kazakhstan
    Nancy Hertzog University of Washington, USA
    Claire Hughes-Lynch Cleveland State University, USA
    Jennifer L. Jolly University of Alabama, USA
    Leonie Kronborg Monash University, Australia
    Katie Lewis York College of Pennsylvania, USA
    Catherine A. Little University of Connecticut, USA
    Matthew Makel University of Calgary, Canada
    Sakhavat Mammadov University of Georgia, USA
    Erin Miller Bridgewater College, USA
    Rachel Mun University of North Texas, USA
    Megan Foley-Nicpon The University of Iowa, USA
    Paula Olszewski-Kubilius Northwestern University, USA
    Nielsen Pereira Purdue University, USA
    Franzis Preckel University of Trier, Germany
    Ann Robinson University of Arkansas, USA
    Kristen Seward Purdue University, USA
    Mary Slade Towson University, USA
    Kristie L. Speirs Neumeister Ball State University, USA
    Tamra Stambaugh Whitworth University, USA
    William L. Sterrett Baylor University, USA
    Abdullah Tuzgen Bogaziçi University, Turkey
    Alejandro Veas Iniesta University of Murcia, Spain
    M. Alexandra Vuyk Universidad Católica Nuestra Señora de la Asunción, Paraguay
    Mantak Yuen University of Hong Kong, Hong Kong
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