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: 36 | 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:
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:
- for increasing belongingness and support for marginalized gifted and talented learners.
- for fostering academic challenge.
- for supporting talent development.
- 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.
- 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 |
| 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 |
| Ali Alodat | Qatar University, Qatar |
| 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 |
| 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 |
| 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 |
| Javetta Jones-Roberson | McKinney Independent School District, USA |
| Leonie Kronborg | Monash University, Australia |
| Katie Lewis | York College of Pennsylvania, USA |
| 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, USA |
| Alissa Salazar | Purdue 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 |
| 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 |
Manuscript submission guidelines can be accessed on Sage Journals.