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Urban Education
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Urban Education

2016 Impact Factor: 1.194
2016 Ranking: 109/236 in Education & Educational Research | 23/38 in Urban Studies
Source: 2016 Journal Citation Reports® (Clarivate Analytics, 2017)

Editor
H. Richard Milner University of Pittsburgh, USA

Other Titles in:
Diversity | Education | Urban Education

eISSN: 15528340 | ISSN: 00420859 | Current volume: 52 | Current issue: 7 Frequency: 10 Times/Year

Urban Education (UEX) publishes papers addressing urban issues related to those from birth through graduate school, from both a U.S. and an international perspective. For nearly 50 years, this ground-breaking publication has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. The journal is organized around eight main interdisciplinary areas:

  • Curriculum and Instruction
  • Counseling and Social Services
  • Education Policy
  • Equity in Urban Education
  • Leadership
  • Psychology and Human Development
  • Special Education
  • Teacher Education

For more information about these eight interdisciplinary areas, please click here.

Annual special issues provide in-depth examinations of today’s most timely topics in urban education. For more information on special issues, click here.

Urban Education is a journal that publishes papers addressing urban issues related to those from birth through graduate school, from both a U.S. and an international perspective. The journal publishes research and conceptual reviews that contribute new, extensive, and expanded knowledge regarding theory, research and/or practice in the field. The journal welcomes reports of qualitative and quantitative empirical studies and theoretical reviews of high quality. The journal is organized around eight main interdisciplinary areas:

  • Curriculum and Instruction: Submissions that address curriculum and instructional practices related to urban education. In particular, empirical and theoretical papers that focus succinctly on what students have the opportunity to learn and on instructional practices in P-12 social contexts are welcome. Papers that address general curriculum and instructional practices such as classroom management practices, the sociology of classrooms, identity development, as well as those focusing specifically on curriculum and instruction in a particular subject matter area such as Mathematics, Language Arts, Social Studies/History, Science, Physical Education, Music, and Art are encouraged.
  • Counseling and Social Services: Submissions are welcome that address counseling and other social and human services (such as social work).
  • Educational Policy: Submissions that address contemporary educational policy and P-12 urban school contexts are encouraged. Policy analyses that penetrate structural and systemic inequity should situate and explicitly demonstrate innovative implications for P-12 educational institutions.

  • Equity in Urban Education: On occasion, papers might not focus specifically on an issue outlined above but will have important equity implications for the field of urban education. These empirical and/or conceptual reviews might focus on issues related to race, gender, identity, poverty, sexual orientation, religion, class, socio-economic status, and/or geography.
  • Leadership: Submissions that address P-12 leadership (superintendents, principals, assistant principals, teacher leaders, instructional coaches, athletic coaches, and so forth) are encouraged.
  • Psychology and Human Development: Submissions are welcome that address psychological and socio-emotional developmental perspectives in urban education.

  • Special Education: Submissions are welcome that address special, exceptional, and gifted education in P-12 urban school contexts. Authors are cautioned to refrain from positioning subject participants from/in a deficit perspective.

  • Teacher Education: Submissions are welcome that address preparation of both pre-service and in-service teachers for urban educational contexts. In particular, analyses that look structurally at the preparation for teachers and that are grounded in broader policy and theoretical discourses will be considered. Both general teacher preparation and subject matter specific preparation (such as Mathematics, Language Arts, Social Studies/History, Science, Physical Education, Music, and Art) will be considered.
  • Global Issues and Perspectives: Manuscripts that are written by international, as well as U.S. authors are encouraged to be submitted. Papers that examine international issues with specific links to urban education are especially encouraged.

 

Editor
Richard Milner University of Pittsburgh, USA
Editorial Assistants
Adam J. Alvarez University of Pittsburgh, USA
Shelby Eden Dawkins University of Pittsburgh School of Law, USA
DaVonna Graham University of Pittsburgh, USA
Derric Heck University of Pittsburgh, USA
Ira E. Murray University of Pittsburgh, USA
Jawanza Rand University of Pittsburgh, USA
Associate Editors
Mark A. Gooden University of Texas, Austin, USA
Ana Christina Iddings University of Arizona, USA
Book Review Editors
Sheneka Williams University of Georgia, USA
Editorial Board
Quaylan Allen Chapman University, USA
Dorinda Carter Andrews Michigan State University, USA
Alfredo Artiles Arizona State University, USA
Barbara Bales University of Wisconsin, Milwaukee, USA
Ira Bogotch Florida Atlantic University, USA
Gloria Boutte University of South Carolina, Columbia, USA
Edward Brockenbrough University of Pennsylvania, USA
Keffrelyn Brown University of Texas, Austin, USA
Leon Caldwell The Annie E. Casey Foundation
Vichet Chhuon University of Minnesota, USA
Paul Cobb Vanderbilt University, USA
James Earl Davis Temple University, USA
Lori Delale-O'Connor University of Pittsburgh, USA
Cynthia Dillard University of Georgia, USA
Adrienne D. Dixson University of Illinois, Urbana Champaign, USA
Jamel Donnor College of William and Mary, USA
Donald Easton-Brooks University of South Dakota, USA
Tim Eatman Syracuse University, USA
Terry Flennaugh Michigan State University, USA
Stella M. Flores New York University, USA
Gretchen Generett Duquesne University, USA
DeMarquis Hayes Texas A&M University, Commerce, USA
Marc Lamont Hill Morehouse College, USA
Tyrone Howard University of California, Los Angeles, USA
Terry Husband Illinois State University, USA
Jason Irizarry University of Connecticut, USA
Katrina Jacobs University of Pittsburgh, USA
Lauri Johnson Boston College, USA
Shin Ji Kang James Madison University, USA
Sean Kelly University of Pittsburgh, USA
Erica Gold Kestenberg University of Pittsburgh, USA
Joyce E. King Georgia State University, USA
Gloria Ladson-Billings University of Wisconsin-Madison, USA
Judson Laughter University of Tennessee, Knoxville, USA
Chance Lewis University of North Carolina, Charlotte, USA
Kofi Lomotey Western Carolina University, USA
Marvin Lynn Indiana University, South Bend, USA
Na'im Madyun University of Minnesota, USA
Dianne Mark Coastal Carolina University, USA
Brenda A. Martin University of Arkansas, Pine Bluff, USA
Ebony O. McGee Vanderbilt University, USA
Cheryl Mclean Rutgers University, USA
Pedro Noguera University of California at Los Angeles, Graduate School of Education & Information Studies
Emery Petchauer Michigan State University, USA
Richard J. Reddick University of Texas, Austin, USA
Deborah Rowe Vanderbilt University, USA
Yolanda Sealey-Ruiz Columbia University, Teachers College
Mwalimu J. Shujaa Southern University at New Orleans, USA
Mariana Souto-Manning Columbia University, USA
William Tate Washington University, St. Louis, USA
Blake Tenore Florida State University, USA
Sharon Tettegah University of Illinois, Urbana-Champaign, USA
Stanley Trent University of Virginia, Charlottesville, USA
Terah Talei Venzant Chambers Michigan State University, USA
Dorothy White University of Georgia, USA
Kathy Wood University of Buffalo, USA
Reviewer Award Winners
Karen Stansberry Beard The Ohio State University, USA
Ira Bogotch Florida Atlantic University, USA
Laura K. "Kris" Bosworth University of Arizona, USA
Rebecca Jacobsen Michigan State University, USA
Judson Laughter University of Tennessee, Knoxville, USA
Dawn Witherspoon Pennsylvania State University, USA
  • Abstract Journal of the Educational Resources Information Center (ERIC)
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  • Educational Research Abstracts Online (T&F)
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  • PsycINFO
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  • SafetyLit
  • Scopus
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  • Social Services Abstracts
  • Urban Studies Abstracts
  • Manuscripts should be submitted online at http://mc.manuscriptcentral.com/ue. Submitting authors and co-authors will create user accounts that will allow them to upload manuscripts, supporting documents and revisions. Submitting authors and co-authors will also be able to track the progress of their submissions and take advantage of streamlined communication as the manuscripts complete the peer review process. Please note that the turnaround is 4 to 6 months for decisions on original and revised manuscripts. Online submissions must adhere to the following submission guidelines:

    Submission Guidelines for Manuscripts to be Reviewed

    1. Manuscripts should be formatted for 8 ½ x 11" paper. Margins should be one inch on all sides.
    2. Follow the style guidelines of the Publication Manual of the American Psychological Association (6th ed.).
    3. Justify margins on the left side only. Do not justify margins on both sides.
    4.  Double-space the entire document, including the bibliography.
    5. Include a 100-word abstract.
    6. Within the text, use parenthetical references following APA style. All references in the bibliography should be cited in text. All references in the text should be cited in the bibliography.
    7. Do not include the author’s name or other identifying information in the header, footer or the text of the document. The author should send her/his contact information, including mailing address, phone and fax numbers, and email address on a separate page.
    8. Contributing authors’ information – mailing address, phone and fax numbers, and email address – should be included with the primary author’s information.
    9. All documents should be submitted in Word format.

    Please contact the editor directly at urbaneducationjournal@gmail.com with additional questions.

    Authors of manuscripts accepted for publication will be sent a separate set of guidelines for submission to the publisher.

    For Empirical Peer Review Guidelines, click here.

    Authors who want to refine the use of English in their manuscripts might consider utilizing the services of SPi, a non-affiliated company that offers Professional Editing Services to authors of journal articles in the areas of science, technology, medicine or the social sciences. SPi specializes in editing and correcting English-language manuscripts written by authors with a primary language other than English. Visit http://www.prof-editing.com for more information about SPi’s Professional Editing Services, pricing, and turn-around times, or to obtain a free quote or submit a manuscript for language polishing.

    Please be aware that SAGE has no affiliation with SPi and makes no endorsement of the company. An author’s use of SPi’s 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 SPi, and any costs incurred are the sole responsibility of the author.

    To view the Special Issue Proposal Guidelines, please click here.

    Sage Choice

    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.

    For more information, please refer to the SAGE Manuscript Submission Guidelines.

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