Educational Researcher
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Educational Researcher

2015 Impact Factor: 3.049
2015 Ranking: 7/230 in Education & Educational Research
2016 Release of Journal Citation Reports, Source: 2015 Web of Science Data

Associate Editors
Motoko Akiba Florida State University
Stephanie Al Otaiba Southern Methodist University
Jason Grissom Vanderbilt University
Katherine L. Kasten University of North Florida
Christine M. McWayne Tufts University
Sherry Southerland Florida State University
David Tandberg Florida State University
Editor
Carolyn D. Herrington Florida State University


eISSN: 1935102X| ISSN: 0013189X|Current volume: 45|Current issue: 5 Frequency: 9 Times/Year

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.

ER encourages submissions of three types of research articles—feature articles, reviews/essays, and briefs. Technical comments may also be submitted. In addition, ER publishes commentary articles under the demarcations of policy forum, letters, and books et al.

Research Articles

Feature Articles present important new research results of broad significance. Feature articles should include an abstract, an introductory paragraph, up to five figures or tables, and up to 40 references, with text totaling no more than 5,000 words. Significant feature articles may be somewhat longer than 5,000 words at the discretion of the editors. Methods need to be sufficiently presented in research article to warrant results, but information should usually be included in supplementary online material to further support the paper's conclusions. All Feature Articles undergo peer review; they may be solicited or unsolicited.

Reviews/Essays describe new developments of broad significance and highlight unresolved questions and future directions. Reviews/Essays are research-based and aim to convey new developments in the state of the knowledge and its implications, whether theoretical, empirical, or methodological. Reviews/Essays should include an abstract, an introduction that outlines the main point, brief subheadings, and up to 40 references, with text totaling no more than 4,000 words. All Reviews/Essays undergo peer review; they may be solicited or unsolicited.

Briefs are brief analyses focusing on a specific topic or question using new data or existing databases (e.g., available from the National Center for Education Statistics). Briefs should include a brief introduction of the issue or question, a brief discussion of the data, up to two figures or tables, and a maximum six references, with text totaling no more than 1,000 words. Titles should be no more than eight words in length. Authors should also submit an abstract of 100 words or less, which will appear online only. Methods (quantitative and/or qualitative) should be included in supporting online material. Manuscripts are peer-reviewed in the usual manner.

Technical Comments discuss articles published in ER within the previous 6 months. Technical Comments should have no more than two figures or tables; authors should submit a brief abstract of no more than 50 words to accompany their comment, with text totaling no more than 1,000 words. The authors of the original ER article are given an opportunity to reply. Comments and responses are peer reviewed and edited as needed. The full text of comments and responses is published online only; abstracts of the discussions appear in the Letters section of the print journal.

Other Works. Authors are encouraged to contact the editors directly if they wish to prepare an article of a genre or length that does not readily fit within the above submission types.

Commentaries

Policy Forum presents issues related to the intersections between education research and policy. Essays should be 1,000-2,000 words long plus 1-2 figures. Submissions may be solicited or unsolicited.

Letters discuss material published in ER in the last 3 months or issues of general interest. Letters may total up to 300 words. Submissions are unsolicited.

Books et al. presents reviews of current books, multimedia, exhibitions, and films of interest to ER readers. They may total up to 1,000 words. Submissions are solicited.

Special Issues or Sections

On occasion, Educational Researcher can publish special issues or sections on topics that are sufficiently compelling or of broad-based significance for the field or for the advancement of education research that they deserve wide attention and dissemination. Please contact the editors for guidance. Special Issues or Sections also require review and approval of the AERA Publications Committee.

Educational Researcher 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. It is published nine times per year.

ER encourages submissions of three types of research articles—feature articles, reviews/essays, and briefs. Technical comments may also be submitted. In addition, ER publishes commentary articles under the demarcations of policy forum, letters, and books et al.

Research Articles

Feature Articles present important new research results of broad significance. Feature articles should include an abstract, an introductory paragraph, up to five figures or tables, and up to 40 references, with text totaling no more than 5,000 words. Significant feature articles may be somewhat longer than 5,000 words at the discretion of the editors. Methods need to be sufficiently presented in research article to warrant results, but information should usually be included in supplementary online material to further support the paper's conclusions. All Feature Articles undergo peer review; they may be solicited or unsolicited.

Reviews/Essays describe new developments of broad significance and highlight unresolved questions and future directions. Reviews/Essays are research-based and aim to convey new developments in the state of the knowledge and its implications, whether theoretical, empirical, or methodological. Reviews/Essays should include an abstract, an introduction that outlines the main point, brief subheadings, and up to 40 references, with text totaling no more than 4,000 words. All Reviews/Essays undergo peer review; they may be solicited or unsolicited.

Briefs are brief analyses focusing on a specific topic or question using new data or existing databases (e.g., available from the National Center for Education Statistics). Briefs should include a brief introduction of the issue or question, a brief discussion of the data, up to two figures or tables, and a maximum six references, with text totaling no more than 1,000 words. Titles should be no more than eight words in length. Authors should also submit an abstract of 100 words or less, which will appear online only. Methods (quantitative and/or qualitative) should be included in supporting online material. Manuscripts are peer-reviewed in the usual manner.

Technical Comments discuss articles published in ER within the previous 6 months. Technical Comments should have no more than two figures or tables; authors should submit a brief abstract of no more than 50 words to accompany their comment, with text totaling no more than 1,000 words. The authors of the original ER article are given an opportunity to reply. Comments and responses are peer reviewed and edited as needed. The full text of comments and responses is published online only; abstracts of the discussions appear in the Letters section of the print journal.

Other Works. Authors are encouraged to contact the editors directly if they wish to prepare an article of a genre or length that does not readily fit within the above submission types.

Commentaries

Policy Forum presents issues related to the intersections between education research and policy. Essays should be 1,000-2,000 words long plus 1-2 figures. Submissions may be solicited or unsolicited.

Letters discuss material published in ER in the last 3 months or issues of general interest. Letters may total up to 300 words. Submissions are unsolicited.

Books et al. presents reviews of current books, multimedia, exhibitions, and films of interest to ER readers. They may total up to 1,000 words. Submissions are solicited.

Associate Editors
Motoko Akiba Florida State University
Stephanie Al Otaiba Southern Methodist University
Jason Grissom Vanderbilt University
Katherine L. Kasten University of North Florida
Christine M. McWayne Tufts University
Sherry Southerland Florida State University
David Tandberg Florida State University
Editorial Assistant
Editorial Board
Tommaso Agasisti Politecnico di Milano
Samy H. Alim Stanford University
Dorinda Carter Andrews Michigan State University
Angela Arzubiaga Arizona State University
Steven Athanases University of California, Davis
David Boote University of Central Florida
Li Cai University of California, Los Angeles
Gerald Campano University of Pennsylvania
Marilyn Cochran-Smith Boston College, Lynch School of Education
Lora Cohen-Vogel University of North Carolina at Chapel Hill
Dylan P. Conger George Washington University, USA
James Earl Davis Temple University
Christopher Dede Harvard University
Vanessa P. Dennen Florida State University
Suzanne Donovan SERP Institute
John Fantuzzo University of Pennsylvania
Francis M. Fennell McDaniel College
David Flinders Indiana University
Robert E. Floden Michigan State University
David Gamson Pennsylvania State University
Claude Goldenberg Stanford University
Judith Green University of California, Santa Barbara
Douglas N. Harris Tulane University
John Hattie The University of Melbourne, Australia
Heather C. Hill Harvard Graduate School of Education
Megan Hopkins Pennsylvania State University
Shouping Hu Florida State University
Susan Moore Johnson Harvard University
Young-Suk Kim Florida State University
Julie Kittleson University of Georgia
Joseph S. Krajcik Michigan State University
Daniel Koretz Harvard University
Kathleen Lane University of Kansas
Suzanne Lane University of Pittsburgh
Gerald LeTendre Pennsylvania State University
Kofi Lomotey Western Carolina University
Sarah Lubienski University of Illinois at Urbana-Champaign
Thomas Luschei Claremont Graduate University
Joseph Mahoney University of California, Irvine
Michele Mazzocco University of Minnesota
Denis Meuret University of Burgundy
H. Richard Milner, IV University of Pittsburgh
Paul Morgan Pennsylvania State University
Kagendo Mutua University of Alabama
Sharon Nelson-Barber WestEd, USA
Pedro A. Noguera University of California at Los Angeles, Graduate School of Education & Information Studies
Carla O'Connor University of Michigan
Lara C. Perez-Felkner Florida State University
Jan Plass New York University
Morgan S. Polikoff University of Southern California
Andrew Porter University of Pennsylvania
Francisco Ramirez Stanford University
Joe Robinson-Cimpian University of Illinois at Urbana-Champaign
Jennifer Russell University of Pittsburgh
Katherine Schultz Mills College
Ronald C. Serlin University of Wisconsin - Madison
Christine Sleeter California State University, Monterey Bay
Margaret Beale Spencer University of Chicago
James P. Spillane Northwestern University
Joseph Tobin University of Georgia
Maria E. Torres-Guzman Teachers College, Columbia University
Julie A. Washington Georgia State University
Sharon Weinberg New York University
Suzanne Wilson University of Connecticut
Alexander Wiseman Lehigh University
Jim Wyckoff University of Virginia
Susan Yoon University of Pennsylvania, USA
Peter Youngs University of Virginia
Ke-Hai Yuan University of Notre Dame
American Educational Research Association
Felice J. Levine Executive Director
John Neikirk Director of Publications
Jessica Campbell Publications Associate
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  • Educational Research Abstracts Online (T&F)
  • Higher Education Abstracts
  • Journal Citation Reports/Social Sciences Edition
  • ProQuest Education Journals
  • PsycINFO
  • Scopus
  • Social Sciences Citation Index (Web of Science)
  • Thomson Reuters: Current Contents - Physical, Chemical & Earth Sciences
  • Wilson Education Index/Abstracts
  • For more information on open access options and compliance at SAGE, including self author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

    Researchers who intend to submit material for publication by AERA should consult the Standards for Reporting on Empirical Social Science Research in AERA Publications, adopted by the AERA Council in 2006. Submission of a manuscript implies commitment to publish in the journal. Authors submitting to the journal should not simultaneously submit the manuscript to another journal, nor should the manuscript have been published elsewhere in substantially similar form or with substantially similar content. Authors in doubt about what constitutes prior publication should consult the editor. Submit all manuscripts electronically to the editorial team at http://mc.manuscriptcentral.com/edr.

    For questions or inquiries about new or revised manuscript submissions, email the editorial office. Authors may wish to read the incoming editors’ inaugural editorial and/or watch their video discussion of their vision for ER.

    ER encourages submissions of three types of research articles—feature articles, reviews/essays, and briefs. Technical comments may also be submitted. In addition, ER publishes commentary articles under the demarcations of policy forum, letters, and books et al.

    Research Articles

    Feature Articles present important new research results of broad significance. Feature articles should include an abstract, an introductory paragraph, up to five figures or tables, and up to 40 references, with text totaling no more than 5,000 words. Significant feature articles may be somewhat longer than 5,000 words at the discretion of the editors. Methods need to be sufficiently presented in research article to warrant results, but information should usually be included in supplementary online material to further support the paper's conclusions. All Feature Articles undergo peer review; they may be solicited or unsolicited.

    Reviews/Essays describe new developments of broad significance and highlight unresolved questions and future directions. Reviews/Essays are research-based and aim to convey new developments in the state of the knowledge and its implications, whether theoretical, empirical, or methodological. Reviews/Essays should include an abstract, an introduction that outlines the main point, brief subheadings, and up to 40 references, with text totaling no more than 4,000 words. All Reviews/Essays undergo peer review; they may be solicited or unsolicited.

    Briefs are brief analyses focusing on a specific topic or question using new data or existing databases (e.g., available from the National Center for Education Statistics). Briefs should include a brief introduction of the issue or question, a brief discussion of the data, up to two figures or tables, and a maximum six references, with text totaling no more than 1,000 words. Titles should be no more than eight words in length. Authors should also submit an abstract of 100 words or less, which will appear online only. Methods (quantitative and/or qualitative) should be included in supporting online material. Manuscripts are peer-reviewed in the usual manner.

    Technical Comments discuss articles published in ER within the previous 6 months. Technical Comments should have no more than two figures or tables; authors should submit a brief abstract of no more than 50 words to accompany their comment, with text totaling no more than 1,000 words. The authors of the original ER article are given an opportunity to reply. Comments and responses are peer reviewed and edited as needed. The full text of comments and responses is published online only; abstracts of the discussions appear in the Letters section of the print journal.

    Other Works. Authors are encouraged to contact the editors directly if they wish to prepare an article of a genre or length that does not readily fit within the above submission types.

    Commentaries

    Policy Forum presents issues related to the intersections between education research and policy. Essays should be 1,000-2,000 words long plus 1-2 figures. Submissions may be solicited or unsolicited.

    Letters discuss material published in ER in the last 3 months or issues of general interest. Letters may total up to 300 words. Submissions are unsolicited.

    Books et al. presents reviews of current books, multimedia, exhibitions, and films of interest to ER readers. They may total up to 1,000 words. Submissions are solicited.

    Special Issues or Sections

    On occasion, Educational Researcher can publish special issues or sections on topics that are sufficiently compelling or of broad-based significance for the field or for the advancement of education research that they deserve wide attention and dissemination. Please contact the editors for guidance. Special Issues or Sections also require review and approval of the AERA Publications Committee.

    Submission Preparation Checklist
    As part of the submission process, authors are required to check off their submission’s compliance with all of the following items, and submissions may be returned to authors who do not adhere to these guidelines.

    Style
    All submissions should follow APA style. The submission file should be in Microsoft Word, RTF, or WordPerfect format. Any supplemental files should be in Microsoft Word, RTF, WordPerfect, or Excel format. Please do not upload PDF files.

    Contact information
    Supply complete contact information for all authors on the title page: Name, affiliation, complete street address, email address, fax, phone numbers (the more, the better). Indicate the corresponding author.

    Abstract All manuscripts, except technical comments and commentaries, should include an abstract of 75–120 words. Technical comments should contain an abstract of no more than 50 words, and commentaries need no abstract.

    Blinding The complete title of the article and the name(s) of the author(s) should be typed only on the cover page to ensure anonymity in the review process. Subsequent pages should have no author names but may carry a short article title at the top. Names of authors in citations and references should not be blinded; however, information in text that would identify the those references as belonging to the author should be deleted from the manuscript (e.g., text citations of “my previous work,” especially when accompanied by a self-citation; a preponderance of the author’s own work in the reference list). These may be reinserted in the final draft. Information that could help identify any author (eg, mention of any affiliation) should also be removed. Citations and references to undistributed work, as long as it is unsearchable on the Web, should be blinded using “Author” and realphabetized in the reference list. The author’s name should be removed from the document’s Properties.

    Typescript Manuscripts should be typed for 8½” × 11” paper, in upper and lower case, double-spaced, with 1½” margins on all sides. They should be in IBM-compatible MS Word, WordPerfect, or RTF format. Subheads should be used at reasonable intervals to break the monotony of text. Words and symbols to be italicized must be clearly indicated, by either italic type or underlining. Abbreviations and acronyms should be spelled out at first mention unless found as entries in their abbreviated form in Merriam-Webster’s Eleventh Collegiate Dictionary (e.g., “IQ” needs no explanation). Pages should be numbered consecutively.

    Notes and references Notes are for explanations or amplifications of textual material. They are distracting to readers and expensive to set and should be avoided whenever possible. They should be typed as normal text at the end of the text section of the manuscript rather than as part of the footnote or endnote feature of a computer program and should be numbered consecutively throughout the article. A reference list contains only references that are cited in the text. Its accuracy and completeness are the responsibility of the author(s). Reference each publicly available dataset with its title, author, date, and a persistent Web identifier such as a digital object identifier (DOI), a handle, or a uniform resource name (URN). If necessary, this last element may be replaced by a web address and an access date. Personal communications (letters, memos, telephone conversations) are cited in the text after the name with as exact a date as possible. Examples of references to a book, a chapter in a book, and a journal article follow, formatted in APA style: Bobrow, D. G., & Collins, A. M. (Eds.). (1975). Representation and understanding: Studies in cognitive science. New York: Academic Press. Crothers, E. (1972). Memory structure and the recall of discourse. In R. O. Freedle & J. B. Carroll (Eds.), Language comprehension and the acquisition of knowledge (pp. 201–238). Washington, DC: Winston. Frase, L. T. (1968). Questions as aids to reading: Some research and a theory. American Educational Research Journal, 5, 319–322.

    Tables, figures, and illustrations The purpose of tables and figures is to present data to the reader in a clear and unambiguous manner. The author should not describe the data in the text in such detail that illustration or text is redundant. Figures and tables should be keyed to the text. Tables should each start on a new page and be placed at the end of the manuscript (after the references). Tables will be typeset. Figure captions should be typed on a separate page (and should not appear in full on the original figures). One high-quality, camera-ready version or final electronic version of each figure must be submitted with the manuscript that is to be typeset.

    SAGE Choice and Open Access
    For more information on open access options and compliance at SAGE, including self author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

    How to get help with the quality of English in your submission:

    Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at http://www.sagepub.com/journalgateway/engLang.htm.

    Please be aware that SAGE has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.

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