American Educational Research Journal
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American Educational Research Journal

2014 Impact Factor: 2.157
2014 Ranking: 13/224 in Education & Educational Research
Source: 2014 Journal Citation Reports ® (Thomson Reuters, 2015)

SIA Editor
Teresa L. McCarty University of California, Los Angeles, USA
SIA Associate Editors
Susan Faircloth North Carolina State University, USA
Spyros Konstantopoulos Michigan State University
James Ladwig The University of Newcastle, Australia
Stacey J. Lee University of Wisconsin - Madison, USA
Stuart McNaughton University of Auckland, New Zealand
Laurence Parker University of Utah, USA
Sofia Villenas Cornell University, USA
SIA Managing Editors
Sebastian Lemire University of California, Los Angeles
Nicole Mancevice University of California, Los Angeles
TLHD Editor
Harold O'Neil University of Southern California
TLHD Associate Editors
Jamal Abedi University of California, Davis
Zenaida Aguirre-Munoz Texas Tech University
Mimi Bong Korea University, Department of Education and the Brain and Motivation Research Institute
Brendesha Tynes University of Southern California
Eunsook Hong University of Nevada, Las Vegas
John Hattie The University of Melbourne, Australia
Akihito Kamata Southern Methodist University
Robert Rueda University of Southern California

eISSN: 19351011| ISSN: 00028312|Current volume: 52|Current issue: 4 Frequency: Bi-monthly

The American Educational Research Journal (AERJ) publishes original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields; they are looking for clear and significant contributions to the understanding and/or improvement of educational processes and outcomes. Manuscripts not appropriate for submission to this journal include essays, reviews, course evaluations, and brief reports of studies to address a narrow question.

The AERJ's section on Teaching, Learning, and Human Development (TLHD) publishes research articles that explore the processes and outcomes of teaching, learning, and human development at all educational levels and in both formal and informal settings. This section also welcomes policy research related to teaching, learning, and learning to teach. It publishes articles that represent a wide range of academic disciplines and use a variety of research methods.

The AERJ's section on Social and Institutional Analysis (SIA) publishes scholarly research that addresses significant political, cultural, social, economic, and organizational issues in education. It welcomes analyses of the broad contextual and organizational factors affecting teaching and learning, the links between those factors and the nature and processes of schooling, and the ways that such "external" domains are conceptualized in research, policy, and practice. The editors invite articles that advance the theoretical understandings of the social and institutional contexts of education and encompass the diverse communities of schooling and educational research. They welcome research across a wide range of methodological paradigms, including ethnographic, historical, narrative, legal, experimental/quantitative, critical, and interpretive approaches; they also invite studies that make the nature and uses of educational research itself a subject of social and cultural inquiry.


 

The American Educational Research Journal has as its purpose to carry original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields; they are looking for clear and significant contributions to the understanding and/or improvement of educational processes and outcomes. Manuscripts not appropriate for submission to this journal include essays, reviews, course evaluations, and brief reports of studies to address a narrow question.

The Social and Institutional Analysis section of AERJ (AERJ-SIA) publishes scholarly research that addresses significant political, cultural, social, economic, and organizational issues in education. This section publishes research analyzing the broader contextual and organizational factors affecting teaching and learning, the links between those factors and the nature and processes of schooling, and the ways that such "external" domains are conceptualized in research, policy, and practice. The section invites manuscripts that advance the theoretical understandings of the social and institutional contexts of education and that encompass the diverse communities of schooling and educational research to achieve social justice in education. The Social and Institutional Analysis section welcomes research across a wide range of methodological paradigms, including ethnographic, historical, narrative, legal, experimental/quantitative, critical, and interpretive approaches; the section also invites studies that make the nature and uses of educational research itself the subject of social and cultural inquiry.

The Teaching, Learning, and Human Development section of AERJ (AERJ-TLHD) publishes research articles that explore the processes and outcomes of teaching, learning, and human development at all educational levels and in both formal and informal settings. This section also welcomes policy research related to teaching, learning, and learning to teach. It publishes articles that represent a wide range of academic disciplines and use a variety of research methods.

Social and Institutional Analysis
Kathryn M. Anderson-Levitt University of California, Los Angeles
Mark Berends University of Notre Dame
Bryan M.J. Brayboy Arizona State University
Angela Calabrese Barton Michigan State University
Julio Cammarota University of Arizona
Mitchell J. Chang University of California, Los Angeles
Casey D. Cobb University of Connecticut
Amanda Datnow University of California, San Diego
Elizabeth DeBray University of Georgia
Peter Demerath University of Minnesota
Donna Deyhle University of Utah
Adrienne D. Dixson University of Illinois, Urbana Champaign
Sherman Dorn University of South Florida
Margaret Eisenhart University of Colorado Boulder
Catherine Emihovich University of Florida, Gainesville
Gene V Glass University of Colorado, Boulder; Arizona State University, Tempe
Norma Gonzalez University of Arizona, Department of Teaching, Learning and Sociocultural Studies
M. Elizabeth Graue University of Wisconsin - Madison
Laura Hamilton RAND Corporation
Shaun R. Harper University of Pennsylvania
Nicholas W. Hillman University of Wisconsin - Madison
Flaviu Adrian Hodis Victoria University of Wellington, New Zealand
Nancy H. Hornberger University of Pennsylvania
Jaekyung Lee State University of New York at Buffalo
Tiffany S. Lee University of New Mexico
Bradley A.U. Levinson Indiana University - Bloomington
Lisa W. Loutzenheiser University of British Columbia
Allan Luke Queensland University of Technology and University of Calgary
Cris Mayo University of Illinois, Urbana-Champaign
Gary J. Natriello Teacher's College, Columbia University
Bic Ngo University of Minnesota
Marjorie Faulstich Orellana University of California, Los Angeles
Deborah Palmer University of Texas, Austin
Stephen Porter North Carolina State University
Linn Posey-Maddox University of Wisconsin-Madison
Jeanne M. Powers Arizona State University
Sean Reardon Stanford University
Troy A. Richardson Cornell University
Cecilia Rios-Aguilar Claremont Graduate University
Xue Lan Rong University of North Carolina, Chapel Hill
Kimberly A. Scott Arizona State University
Mike Seltzer University of California, Los Angeles
Daniel Solórzano University of California, Los Angeles
Frances Stage New York University
Joseph Tobin University of Georgia
Terah Venzant Chambers Michigan State University
Mark Warren Harvard University
Terrence G. Wiley Center for Applied Linguistics, Washington DC
Irene Yoon University of Utah
Teaching, Learning, and Human Development
Alfredo Artiles Arizona State University
Ron Avi Astor University of Southern California
Robert Atkinson Arizona State University
Paul Ayres University of New South Wales
Eva Baker University of California, Los Angeles
John Behrens Pearson Education
Randy Bennett Educational Testing Service
Mimi Bong Korea University, Department of Education and the Brain and Motivation Research Institute
Rebecca Callahan University of Texas, Austin
Paul Chandler University of Wollongong
KC Choi University of California, Los Angeles
Darnell Cole University of Southern California
Nell Duke University of Michigan
Frank Farley Temple University
J. Dexter Fletcher Institute for Defense Analyses
Kris Gutierrez University of Colorado, Boulder
John Hattie The University of Melbourne, Australia
Eunsook Hong University of Nevada, Las Vegas
Stafford Hood University of Illinois at Urbana Champaign
Michael Kieffer New York University
Eckhard Klieme German Institute for International Educational Research
Carol Lee Northwestern University
Guafang Li Michigan State University
Rich Mayer University of California, Santa Barbara, USA
Dennis McInerney The Hong Kong Institute of Education
Derek Mitchell Partners in School Innovation
Jan Plass New York University
Pedro Portes University of Georgia
Carla Pugh University of Wisconsin
Edys Quellmalz WestEd
Stanley Rabinowitz WestEd
Gigi Ragusa University of Southern California
Dan Robinson Colorado State University
Joseph Robinson University of Illinois at Urbana-Champaign
Dale Schunk University of North Carolina
Catherine Snow Harvard University
Ana Taboada Barber George Mason University
William Tate Washington University, St. Louis
Scott Thomas Claremont Graduate University
Sig Tobias University at Albany - State University of New York
Julianne Turner University of Notre Dame
Tim Urdan Santa Clara University
Guadalupe Valdes Stanford University
Jeroen van Merriënboer Maastricht University
Kurt Vanlehn University of Arizona
Hersh Waxman Texas A&M University
Lois Yamauchi University of Hawaii, Manoa
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  • All manuscripts for AERJ should be submitted electronically at https://mc.manuscriptcentral.com/aerj. Authors may wish to read the latest AERJ-SIA editorial and/or the latest AERJ-TLHD editorial. For specific questions or inquiries, email AERJ@aera.net. Manuscript submissions by e-mail are not accepted.

    Publication Standards

    Researchers submitting manuscripts should consult the Standards for Reporting on Research in AERA Publications and the Ethical Standards of the American Educational Research Association. Submitting authors will be asked to confirm that the manuscript has been submitted solely to this journal and is not published, in press, or submitted elsewhere. Accepted authors will be asked to assign copyright to AERA in return for which AERA grants several rights to authors.

    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. Submissions may be returned to authors that do not adhere to these guidelines. Requirements apply to both SIA and TLHD sections unless otherwise indicated.

    Style:

    All submissions should follow APA style (Publication Manual of the American Psychological Association, 6th edition, 2009).

    Length:

    Manuscripts must run between 20 and 50 pages, including all tables, figures, notes, and references, typed for 8½" x 11" paper with 1" margins on all sides, double-spaced using 12-point type. They should be in MS Word, WordPerfect or RTF format. Any supplemental files should also be in Microsoft Word, RTF, WordPerfect, or Excel format. PDFs are not acceptable.

    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 Tenth Collegiate Dictionary (e.g., “IQ” needs no explanation). Pages should be numbered consecutively.

    Title page file:

    Supply complete contact information for all authors on a separate title page file: Name, affiliation, complete street address, e-mail address, fax, phone numbers. The corresponding author, who will be handling the correspondence with the editor, clearing galleys, and working with the association’s publications, should be clearly indicated.

    Author identification:

    Every effort should be made to ensure that submission material outside of the title page file contains no clues as to author identity. Footnotes containing information pertaining to the identity of the author or institutional affiliation should be on separate pages. The complete title of the article and the name of the author(s) should be typed only on the title page file to ensure anonymity in the review process. Subsequent pages should have no author names, but may carry a short title at the top. Information in text, citations, references, or footnotes that would identify the author should be masked from the manuscript file. These may be reinserted in the final draft. In addition, the author's name should be removed from the document's Properties, which in Microsoft Word is found in the File menu. When submitting a revised version of a manuscript, please be sure to submit a blind version of your response letter detailing changes made to the manuscript as this is letter can be accessed by reviewers.

    Abstract and keywords:

    All manuscripts should include an abstract of 100–120 words. Please also include a few keywords, the terms that researchers will use to find your article in indexes and databases. (Such a term may contain more than one word.) Articles in AERA journals typically list 3 to 5 keywords.

    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 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.

    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 be typed on a separate sheet and attached at the end of the manuscript (after the references). Tables will be typeset.
    Figure captions should be typed on a separate sheet (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, and photocopies may be submitted with the additional copies of the manuscript.

    See also the section below regarding permission to reproduce copyrighted material. Once an article has been accepted, all tables and figures should be e-mailed to the editors along with the manuscript. 
                            

    Review Criteria

    As you prepare your paper, you might take a look at the criteria under which it will be reviewed. See Reviewer Guidelines.

    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.

    Copyright Information

    Permission to reproduce your own previously published material:

    No written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from this journal, or to make photocopies for classroom use. Authors are granted permission, without fee, to photocopy their own material or make printouts from the final pdf of their article. Copies must include a full and accurate bibliographic citation and the following credit line: “Copyright [year] by the American Educational Research Association; reproduced with permission from the publisher.” Written permission must be obtained to reproduce or reprint material in circumstances other than those just described. Please go to http://www.sagepub.com/journalsPermissions.nav for further information on policies and fees.

    Permission to submit material for which you do not own copyright:

    Authors who wish to use material, such as figures or tables, for which they do not own the copyright must obtain written permission from the copyright holder (usually the publisher) and submit it along with their manuscript. (However, no written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from an AERA journal.)

    Copyright transfer agreements for accepted works with more than one author:

    This journal uses a transfer of copyright agreement that requires just one author (the corresponding author) to sign on behalf of all authors. Please identify the corresponding author for your work when submitting your manuscript for review. The corresponding author will be responsible for the following:

    1. Ensuring that all authors are identified on the copyright agreement, and notifying the editorial office of any changes in the authorship.
    2. Securing written permission (by letter or e-mail) from each co-author to sign the copyright agreement on the co-author’s behalf.
    3. Warranting and indemnifying the journal owner and publisher on behalf of all co-authors. Although such instances are very rare, you should be aware that in the event that a co-author has included content in his or her portion of the article that infringes the copyright of another or is otherwise in violation of any other warranty listed in the agreement, you will be the sole author indemnifying the publisher and the editor of the journal against such violation.

    Please contact AERA if you have questions or if you prefer to use a copyright agreement for all coauthors to sign.

    Privacy Statement

    The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

    Comments

    The Publications Committee welcomes comments and suggestions from authors. Please send these to the Publications Committee in care of the AERA central office.

    Right of Reply

    The right-of-reply policy encourages comments on articles recently published in an AERA journal. Such comments are subject to editorial review and decision. If the comment is accepted for publication, the editor shall inform the author of the original article. If the author submits a reply to the comment, the reply is also subject to editorial review and decision. The editor may allot a specific amount of journal space for the comment (ordinarily about 1,500 words) and for the reply (ordinarily about 750 words). The reply may appear in the same issue as the comment or in a later one.

    Grievances

    Authors who believe that their manuscripts were not reviewed in a careful or timely manner and in accordance with AERA procedures should call the matter to the attention of the Association’s executive officer or president.

    SAGE Choice and Open Access

    If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. 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.

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