American Educational Research Journal (AERJ) has as its purpose to publish 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 contributions that are significant to the understanding and/or improvement of educational processes and outcomes.
Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integration of educational scholarship, policy, and practice.
Insightful and pioneering research, topical issues, and broad perspectives by leaders in the field for more than 75 years have made Exceptional Children (EC) the most respected scholarly journal in special education. This peer-reviewed journal publishes research, research reviews, methodological reviews of literature, data-based position papers, and policy analyses on the education and development of children and youth with exceptionalities. EC, published quarterly, is an official journal of the Council for Exceptional Children.
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction, and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level from infants to adults, and to a diversity of learning and instructional settings from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.
Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.
Below are recent articles from Education Week, a weekly publication that aims to raise awareness and understanding of critical issues facing American schools.