Journal of Advanced Academics
Early Childhood Gifted & Talented | Gifted & Talented | Gifted & Talented 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:
- 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.
| Angela Novak | East Carolina University, USA |
| Keishana Barnes | University of Memphis, USA |
| Enyi Jen | Bridges Graduate School of Cognitive Diversity in Education, USA |
| Annessia J. Bullard | University of Georgia, USA |
| Anna Payne | University of Wyoming, USA |
| Yuyang (Ashley) Shen | University of North Texas, USA |
| Vicky Weiqing Ji | University of North Texas, USA |
| Selcuk Acar | University of North Texas, USA |
| Ali Alodat | Qatar University, Qatar |
| Kadir Bahar | University of Georgia, USA |
| Karen Brown | Paradise Valley Unified School District, 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 |
| Alissa Salazar | Purdue University, 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 |
| Keri M. Guilbault | Johns Hopkins University, 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 | The Education University of Hong Kong and the University of New South Wales |
| 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 at Little Rock, USA |
| PJ Sedillo | New Mexico Highlands 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 |
| Kim Stephenson | Huntingdon College, USA |
| William L. Sterrett | Baylor University, USA |
| Debbie Troxclair | Lamar 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 |
Manuscripts are evaluated by three referees using a blind review process. All manuscripts and accompanying graphic files (saved as TIFF, JPF, or GIF graphic format) must be submitted electronically to our on-line submission page: http://mc.manuscriptcentral.com/joaa.
Submitting authors should review this editorial by the current editors of JOAA for insight into the journal's aims and scope.
Typing. Acceptable formats for electronic submission are MSWord or RTF (we cannot accept Word Perfect format). All text, including title, headings, references, quotations, figure captions, and tables, must be typed double-spaced with one-inch margins all around. Please employ a font size of 12 Times.
Length. Manuscripts should be between 10 and 40 double-spaced U.S. standard letter size (8 1/2" x 11") pages in length (longer submissions may be considered at the discretion of the editors) which excludes references. Included should be a 150-word abstract (see below), a listing of four or five keywords, a mailing address, and brief biographical statement for each author (the word count should include all of these pieces). The first page of the article should contain the title, word count, contributor statements, and contact information for all authors (institution, mailing address, phone and fax number, and email address). The contributor's names and biographical statements should appear only on this page for purposes of blind review. The second page should begin with the title, abstract, and keywords.
Style. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009). The editors request that all text pages be numbered.
Quantitative Studies. Effect size reporting is mandatory for quantitative studies, where appropriate.
Qualitative Studies. Qualitative studies must include documentation of sources collected during research in the form of in-text citations following this form: The students loved the game of lacrosse, and many stayed after school to play it (group interview, June 12, 2004).
Other examples of citations might be a personal interview, a classroom observation, or an informal conversation. It is important for the reader to know the context of the data being presented.
Abstract and Keywords. Manuscripts must include 4 - 5 keywords and an abstract of 100 – 150 words. The keywords will be used by readers to search for your article after it is published. The abstract should discuss the findings and implications of the manuscript and will be used in the indexing of each article.
Publication Policy
JOAA policy prohibits authors from submitting the same manuscript for concurrent consideration by two or more publications. In addition, it is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13). As this journal is a primary journal that publishes original material only, JOAA policy prohibits as well publication of any manuscript that has already been published in whole or substantial part elsewhere. Authors have an obligation to consult journal editors concerning prior publication of any data upon which their article depends. In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless rights concerning proprietary data preclude their release" (Standard 8.14). JOAA expects authors submitting to this journal to adhere to these standards. Specifically, authors of manuscripts submitted to JOAA are expected to have their data available throughout the editorial review process and for at least 5 years after the date of publication.
Contacts
Todd Kettler, Ph.D.
Co-editor, Journal of Advanced Academics
Assistant Professor
University of North Texas | Dept. of Educational Psychology
Matthews Hall 304-M | Denton, Texas
Todd.Kettler@unt.edu
Anne N. Rinn, Ph.D.
Co-editor, Journal of Advanced Academics
Associate Professor
University of North Texas | Dept. of Educational Psychology
Matthews Hall 322-M | Denton, Texas
Anne.Rinn@unt.edu
Click here to view the JOAA Call for Papers.
For more information, please refer to the SAGE Manuscript Submission Guidelines.
SAGE Choice
If you or your funder wishes 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 the 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.