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Educational Researcher

Educational Researcher


eISSN: 1935102X | ISSN: 0013189X | Current volume: 53 | Current issue: 6 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. 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.

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.

All issues of ER are available to browse online.

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. 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.

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.

Editor-in-Chief
Nicholas A. Bowman University of Iowa, USA
Co-Editors
Olusola O. Adesope Washington State University, USA
Brian P. An University of Iowa, USA
Royel M. Johnson University of Southern California, USA
Angela Urick Baylor University, USA
Anjalé (AJ) Welton University of Wisconsin-Madison, USA
Associate Editors
Katharine Broton University of Iowa, USA
Kira Carboneau Washington State University, USA
Sarah Diem University of Missouri, USA
Nelson Flores University of Pennsylvania, USA
Matthew Giani The University of Texas at Austin, USA
Maithreyi Gopalan University of Oregon, USA
Paul Hanselman University of California - Irvine, USA
Decoteau Irby University of Illinois at Chicago, USA
Marsha Modeste Pennsylvania State University, USA
Christine Mokher Florida State University, USA
Amanda Olsen University of Missouri, USA
Hyun Kyoung Ro University of North Texas, USA
Elizabeth Stearns University of North Carolina-Charlotte
Jason L. Taylor University of Utah, USA
Editorial Board
Sara Abercrombie Northern Arizona University, USA
Adam Alvarez Texas A&M University, USA
Steven Aragon Texas State University, USA
Dominique Baker University of Delaware, USA
Andrea Bingham University of Colorado Colorado Springs, USA
David Blazar University of Maryland, USA
David Boote University of Central Florida, USA
Maneka D. Brooks Texas State University, USA
Christopher Candelaria Vanderbilt University, USA
Deven Carlson University of Oklahoma, USA
Mark J. Chin Vanderbilt University, USA
Sherice Clarke University of California, San Diego, USA
Julie Cohen University of Virginia, USA
F. Chris Curran University of Florida, USA
Shenghai Dai Washington State University
Rajeev Darolia University of Kentucky, USA
Shayan Doroudi University of California, Irvine, USA
Walter Ecton Florida State University, USA
Abiola Farinde-Wu University of Massachusetts Boston, USA
Tanetha Fisher Texas Christian University, USA
Liliana Garcés University of Texas at Austin, USA
Lynsey Gibbons University of Delaware, USA
Joanne Golann Vanderbilt University, USA
Erica Harbatkin Florida State University, USA
Bryan Henderson Arizona State University, USA
Nicholas Hillman University of Wisconsin-Madison, USA
Brian Holzman Texas A&M University, USA
W. Kyle Ingle University of Louisville , USA
Lauren N. Irwin University of Tennessee, USA
Huriya Jabbar University of Southern California, USA
Elham Kazemi University of Washington, USA
Geert Kelchtermans University of Leuven, Belgium
Ayesha Khurshid Florida State University, USA
YJ Kim University of Wisconsin-Madison, USA
Angus Kittelman University of Missouri, USA
Julie Kittleson University of Georgia, USA
Matthew A. Kraft Brown University, USA
Megan Kuhfeld NWEA, USA
Alex C. Lange Colorado State University, USA
Sarah Lenhoff Wayne State University, USA
Gerald LeTendre Pennsylvania State University, USA
Guodong Liang Community Training and Assistance Center, USA
Jing Liu University of Maryland, USA
Ruth Lopez-Turley Rice University, USA
Sarah Lubienski Indiana University, USA
Catherine Lugg Rutgers University, USA
Thomas Luschei Claremont Graduate University, USA
Melinda Mangin Rutgers University, USA
Lynnette Mawhinney Rutgers University, USA
Cris Mayo University of Vermont, USA
Amy R. McDuffie Washington State University, USA
Mollie McQuillan University of Wisconsin, USA
Joel Mittleman University of Notre Dame, USA
Gholdy Muhammad University of Illinois Chicago, USA
Steven Nelson University of Nevada, Las Vegas, USA
William Penuel University of Colorado Boulder, USA
Morgan S. Polikoff Rossier School of Education, University of Southern California, USA
Stephanie Potochnick University of North Carolina at Charlotte, USA
Courtney Preston Florida State University, USA
Jaymes Pyne Stanford University, USA
David Quinn University of Minnesota, USA
Catherine Riegle-Crumb University of Texas, Austin, USA
Jessica Rigby University of Washington, USA
Katherine C. Rodela Washington State University, USA
John E. Romig University of Texas at Arlington, USA
Christopher Rozek Washington University in St. Louis, USA
Carrie Sampson Arizona State University, USA
Kai A. Schafft The Pennsylvania State University, USA
Jonathan Schweig RAND Corporation, USA
Tesha Sengupta-Irving University of California, Berkeley, USA
Shannon Snapp California State University Monterey Bay, USA
James Soland University of Virginia, USA
Matthew Springer Political Science, University of North Carolina at Chapel Hill, USA
Lolita Tabron University of Denver, USA
Alyn Turner Research for Action
Jon Valant Brookings Institution, USA
Margaret Vaughn Washington State University, USA
Christina Weiland University of Michigan, Ann Arbor, USA
Marcus Winters Boston University, USA
Alexander Wiseman Texas Tech University, USA
Rachel Wong University of Tennessee, USA
Peter Youngs University of Virginia, USA
American Educational Research Association
Felice J. Levine Executive Director, American Educational Research Association, USA
John Neikirk Director of Publications
Audrey Poe Managing Editor, American Educational Research Association, USA
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  • ERIC (Education Resources Information Center)
  • Educational Research Abstracts Online (T&F)
  • Higher Education Abstracts
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  • Manuscript submission guidelines can be accessed on Sage Journals.

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