Journal of Advanced Academics
Other Titles in:
Early Childhood Gifted & Talented | Gifted & Talented Education | Gifted and Talented
Early Childhood Gifted & Talented | Gifted & Talented Education | Gifted and Talented
eISSN:
21629536 | ISSN:
1932202X | Current volume: 37 | Current issue: 1
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:
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.
Submit your manuscript today at https://mc.manuscriptcentral.com/joaa
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
| Keishana Barnes | University of Memphis, USA |
| Hernán Castillo-Hermosilla | Purdue University, USA |
| Enyi Jen | Purdue University, USA |
Assistant Editors
| Annessia J. Bullard | University of Georgia, USA |
| Alejandra Fernández Morgado | Florida International University, USA |
| Anna Payne | University of Illinois at Springfield, USA |
| Celeste Sodergren | University of Connecticut, USA |
Managing Editor
| Katie Lewis | York College of Pennsylvania, USA |
Social Media Manager
| Yuyang (Ashley) Shen | University of North Texas, USA |
Social Media Assistant Manager
| Vicky Weiqing Ji | University of North Texas, USA |
Editorial Review Board
| Selcuk Acar | University of North Texas, USA |
| Ali Alodat | Qatar University, Qatar |
| Kadir Bahar | University of Georgia, USA |
| Karen Brown | Paradise Valley Unified School District, USA |
| Christina Caccese | Montreal Neurological Institute and Hospital, Canada |
| Eric Calvert | Northwestern University, USA |
| Aakash Chowkase | University of California, Berkeley, USA |
| Tyler Clark | Western Kentucky University, USA |
| Alicia Cotabish | University of Central Arkansas, USA |
| Alissa Salazar | Purdue University, USA |
| Laurie Croft | The University of Iowa, Belin-Blank Center, USA |
| Ophélie Desmet | Ball State University, USA |
| Sarah Ferguson | Rowan University, USA |
| Alejandra Fernández Morgado | Florida International University, USA |
| Megan Foley-Nicpon | The University of Iowa, 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 |
| Keri M. Guilbault | Johns Hopkins University, USA |
| Benna Haas | Purdue University, USA |
| Daniel Hernández-Torrano | Nazarbayev University, Kazakhstan |
| Nancy Hertzog | University of Washington, USA |
| Claire Hughes-Lynch | Cleveland State University, USA |
| Jennifer L. Jolly | The Education University of Hong Kong and the University of New South Wales |
| Javetta Jones-Roberson | McKinney Independent School District, USA |
| Leonie Kronborg | Monash University, Australia |
| Catherine A. Little | University of Connecticut, USA |
| Sakhavat Mammadov | University of Georgia, USA |
| Erin Miller | Bridgewater College, USA |
| Danielle Mizuta | Bridges Graduate School of Cognitive Diversity in Education, USA |
| Rachel Mun | University of North Texas, USA |
| Paula Olszewski-Kubilius | Northwestern University, USA |
| Andy Parra-Martinez | Mississippi State University, USA |
| Nielsen Pereira | Purdue University, USA |
| Franzis Preckel | University of Trier, Germany |
| Ann Robinson | University of Arkansas at Little Rock, USA |
| PJ Sedillo | New Mexico Highlands University, USA |
| Kristen Seward | Purdue University, USA |
| Mary Slade | Towson University, USA |
| Kristie L. Speirs Neumeister | Ball State University, USA |
| Tamra Stambaugh | Whitworth University, USA |
| Kim Stephenson | Huntingdon College, USA |
| William L. Sterrett | Baylor University, USA |
| Debbie Troxclair | Lamar 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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