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Review of Research in Education
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Review of Research in Education

2017 Impact Factor: 1.594
2017 Ranking: 91/238 in Education & Educational Research
Source: Journal Citation Reports®, 2018 release, a Clarivate Analytics product

Editors
Gustavo E. Fischman Arizona State University
Jeanne M. Powers Arizona State University, USA
Adai A. Tefera Virginia Commonwealth University, USA


eISSN: 19351038 | ISSN: 0091732X Frequency: Yearly

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.

CURRENT VOLUME -

MARCH 2018
The Challenges and Possibilities of Intersectionality in Education Research
Volume 42

Edited by Adai A. Tefera, Jeanne M. Powers and Gustavo E. Fischman, the purpose of this volume is to contribute to educational research by presenting comprehensive and nuanced understandings of intersectional perspectives. Researchers working within an intersectional framework try to account for the dynamic and complex ways that race/ethnicity, class, gender, sexuality, religion, citizenship, ability, and age shape individual identities and social life. The authors argue it is essential to overcome simplistic, static, one-dimensional, and additive approaches to educational research by expanding the use of analytical categories and engaging the multiplicities of people’s circumstances within and across teaching and learning settings. This volume attempts to open a space for analysis, dialogue, and reflection among scholars about intersectionality, and the possibilities of reimagining the research tools used to address the complex demographic, social, economic, and cultural transformations shaping education. Ideally, this conversation will reach audiences outside of the academy.

Click Here to purchase an individual copy of RRE 2018:The Challenges and Possibilities of Intersectionality in Education Research

PREVIOUS VOLUMES

MARCH 2017
Disrupting Inequality Through Education Research
Volume 41

Edited by Mariana Souto-Manning and Maisha T. Winn, this volume of RRE will publish reviews of research that advance understanding of how inequality and social processes that disrupt it affect the lives of children and youth. Each issue of the annual Review of Research in Education (RRE) provides an overview and descriptive analysis of a selected topic of relevant research literature through critical and synthesizing essays. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing work in the field.

Click Here to purchase an individual copy of RRE 2017:Disrupting Inequality Through Education Research

MARCH 2016
Education Research: A Century of Discovery
Volume 40

Edited by Patricia Alexander (University of Maryland), Felice J. Levine (AERA), and William Tate (Washington University in St. Louis), this centennial volume of RRE takes a “retrospective, prospective” approach on a diverse range of education research topics spanning the last 100 years. While using historical trends as foundations for their chapters, the authors also look ahead to the most challenging issues and promising directions for the next century. The chapters contribute to cumulative knowledge, capture research developments and findings of sustained significance, and address research innovations anchored in their time or place, which could ultimately shape directions of scholarly promise and potential for the future. To bring conceptual cohesion to the volume, the editors nested the chapters in four thematic sections: (1) the Research Enterprise and the Doing of Education Research, (2) the Contexts of Education, (3) the Process of and Substance of Learning, (4) and the Changing Attention to Diversity and Difference.

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MARCH 2015
Teacher Assessment and the Assessment of Students With Diverse Learning Needs       
Volume 39

Edited by Jamal Abedi and Christian J. Faltis, both at University of California, Davis
Assessments play an integral role in instruction, placement, promotion and efforts to ensure that students and teachers receive the support they need for success. At the same time, serious consequences can result if assessments are not constructed and used properly. If, for any reason, the assessment report results are not dependable due to unreliable or invalid tests, this can jeopardize the very population they were intended to serve. In Review of Research in Education (Volume 39), the authors bring awareness to specific considerations necessary in the use of high-stakes assessments, shed light on the decisions made based on the results of assessments and explore the implications of using high-stakes assessments for students with diverse learning needs. As the nation moves toward the development and implementation of a new generation of assessments, attention to teacher assessment and the assessment of students with diverse learning needs is of paramount importance.

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March 2014
Language Policy, Politics, and Diversity in Education
Volume 38

Edited by Kathryn M. Borman, University of South Florida, Terrence G. Wiley, Center for Applied Linguistics, David R. Garcia, Arizona State University, and Arnold B. Danzig, San José State University
Review of Research in Education (Volume 38) explores the important role of educational language policies in promoting education as a human right. Even in English-dominant countries, such as the United States, it is important to understand the role of educational language policies (ELPs) in promoting educational access through the dominant language, and its impact on educational equity, achievement, and students’ sense of identity. This volume addresses whether language minorities have a right not only to linguistic accommodations but also to the promotion of their languages as a means for developing a positive identification with their languages and cultures. With language diversity in flux due to large-scale trends with widespread implications, this timely volume offers a solid background to inform and influence policies and programs for millions of students worldwide.

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March 2013
Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students
Volume 37

Edited by Christian Faltis and Jamal Abedi
, both at University of California, Davis
Review of Research in Education (Volume 37) explores the extraordinary pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning. In this volume, extraordinary pedagogies are shown not to be about "best practices" or the most effective teaching methods for teaching to the learners' needs, but rather to bring attention to how poverty, race, social class, and language interact with local practices in teaching and learning, and in the everyday lives of families, educators, children, and youth. By examining these broader sociocultural issues, this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger issues. Transforming schooling is possible - but it requires extraordinary pedagogies.

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March 2012
Education, Democracy, and the Public Good
Volume 36

Edited by Kathryn M. Borman
, University of South Florida, and Arnold B. Danzig and David R. Garcia, Arizona State University
Review of Research in Education (Volume 36) explores the varied intersections between education, democracy, and the public good. It is intended to give readers a broader perspective on how the three constructs are interconnected and applied in the United States and in other countries around the world. By examining the theme in multiple contexts and through diverse lenses, the volume provides a deeper understanding of the many ways that education and schools serve the “public good,” where the “public good” is used throughout the volume as a unifying concept to express purposes beyond individual self-interest in order to encompass those that serve greater public purposes.

Click Here to purchase an individual copy of RRE 2012: Education, Democracy, and the Public Good

March 2011
Youth Cultures, Language, and Literacy
Review of Research in Education
Volume 35

Edited by Stanton Wortham
, University of Pennsylvania
Drawing upon international research, Review of Research in Education, Volume 35 examines the interplay between youth cultures and educational practices. Although the articles describe youth practices across a range of settings, a central theme is how gender, class, race, and national identity mediate both adult perceptions of youth and youths’ experiences of schooling. Other themes include the creativity of youth cultural practices, how globalization has affected youth cultures, and how youth cultural practices sometimes invert hegemonic ideas, including those associated with schooling. The volume also suggests how educators can more productively relate to creative, global, and counter-hegemonic youth cultures.

Click Here to purchase an individual copy of RRE 2011: Youth Cultures, Language, and Literacy

Editorial Board
Jessica Bacon Montclair State University, USA
Jennie Brand University of California, Los Angeles, USA
Monica Byrne-Jimenez Indiana University, USA
Yun Cho University of Wisconsin-Madison
Lilian Cibils New Mexico State University
Jesus Cisneros University of Central Arkansas, USA
Nirmala Erevelles University of Alabama, USA
Beth A. Ferri Syracuse University, USA
Karen Francois Vrije Universiteit Brussel, Belgium
Maisie Gholson University of Michigan
Taucia Gonzalez University of Wisconsin-Madison
Meseret Hailu University of Denver, USA
Charlotte Jacobs University of Pennsylvania, USA
Rosa M. Jiménez University of San Francisco
Elizabeth Kozleski University of Kansas, USA
Luis Leyva Vanderbilt University
Catherine Lugg Rutgers University, USA
Keon McGuire Arizona State University
Lauren Mims University of Virginia, USA
Karen Monkman DePaul University, USA
Kindel Nash University of Missouri, Kansas City, USA
Erich Pitcher Oregon State University, USA
Margarita Pivovarova Arizona State University, USA
David Post Pennsylvania State University, USA
Kimberly Scott Arizona State University
Kathleen Thorius Indiana University-Purdue University Indianapolis, USA
Verónica E. Valdez University of Utah, USA
Jessica Wilson University of South Florida
Rachelle Winkle-Wagner University of Wisconsin, USA
American Educational Research Association
Felice J. Levine Executive Director, American Educational Research Association, USA
John Neikirk Director of Publications
Jessica Sibold Publications Associate
Martha Yager Managing Editor
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  • For information and manuscript submission instructions for Review of Research in Education, Volume 43, 2019: "Changing Teaching Practice in P–20 Educational Settings," please review AERA's Call for Proposals for the volume.

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