Educational Researcher
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.
Submit your manuscript today at https://mc.manuscriptcentral.com/EdR
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.
| Nicholas A. Bowman | University of Iowa, USA |
| 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 |
| 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 |
| 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 |
| Felice J. Levine | Executive Director, American Educational Research Association, USA |
| John Neikirk | Director of Publications |
| Audrey Poe | Managing Editor, American Educational Research Association, USA |
Manuscript submission guidelines can be accessed on Sage Journals.