journal of research in education

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The Journal of Educational Research and Practice is a peer-reviewed journal that provides a forum for studies and dialogue about developments and change in the field of education and learning. The journal includes research and related content that examine current relevant educational issues and processes. The aim is to provide readers with knowledge and with strategies to use that knowledge in educational or learning environments. JERAP focuses on education at all levels and in any setting, and includes peer-reviewed research reports, commentaries, book reviews, interviews of prominent individuals, and reports about educational practice. The journal is sponsored by Walden University, and publication in JERAP is always free to authors and readers.

The Journal of Educational Research and Practice (JERAP) will publish a special issue focusing on inclusive teaching and learning by examining current relevant educational issues and processes aimed at providing readers with knowledge and insights on how inclusive teaching and learning can effect positive social change.

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Book Reviews

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Review of the Book Merging the Instructional Design Process With Learner-Centered Theory—The Holistic 4D Model, by Charles M. Reigeluth and Yunjo An Sunnie Lee Watson

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"NREA Denver" by Ann Schulte

Featured Articles

Announcement of Joint Special Issue & Call for Submissions

Queering of rural education.

Journal of Research in Rural Education  &  Journal of Queer and Trans Studies in Education

Guest Editors:

Leia K. Cain, PhD; Ty McNamee, EdD; and Darris Means, PhD

To support the queering of rural education and rural educational research, The Journal of Research in Rural Education (JRRE) and The Journal of Queer and Trans Studies in Education (JQTSiE) are seeking pieces for a combined special issue. Research focused on rural queer populations is limited. To address this gap, JRRE and JQTSiE are seeking a wide variety of pieces in multiple genres for this dual issue. We will publish accepted work in one of the two journals as outlined in the full call. Publication of the combined special issue will happen simultaneously, will be introduced with introductory essays by the editors, and will be promoted on the JRRE & JQTSiE websites and elsewhere as one special issue. We are especially interested in amplifying scholarship that uses creative or traditional methods to explore the lives of rural queer populations within and across all spaces and levels of education (e.g., community- based education, higher education, K- 12).

Below, we provide examples of potential submission topics appropriate for this call and both journals, but we invite any submissions that focus on rural queer populations in education.

• Queering rural education and educational research
• Acts of queer resistance in rural education
• Intersections of queer, rural, and additional identities
• Advocacy for queer populations in rural educational spaces
• Innovations in policy and practice for rural queer students
• Theory and research surrounding other queer-and-rural topics 

For more information, the full announcement and call are available here .

The Journal of Research in Rural Education is a peer-reviewed, open access e-journal publishing original pieces of scholarly research of demonstrable relevance to educational issues within rural settings. JRRE was established in 1982 by the University of Maine College of Education and Human Development. In 2008, JRRE moved to the Center on Rural Education and Communities, located within Penn State University’s College of Education, and is edited by Karen Eppley with associate editors Kai Schafft, Jerry Johnson, and Mara Tieken.

We welcome single-study investigations, historical and philosophical analyses, research syntheses, theoretical pieces, and policy analyses from multiple disciplinary and methodological perspectives. Manuscripts may address a variety of issues including (but not limited to): race and rurality, the interrelationships between rural schools and communities; the sociological, historical, and economic context of rural education; rural education and community development; learning and instruction; preservice and inservice teacher education; educational leadership, and; educational policy. Book reviews and (occasionally) brief commentary on recently published JRRE articles are also welcomed.

The JRRE final acceptance rate is 14%.

Journal for Research in Mathematics Education

An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.

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A Way to Consider Balance Among JRME Publications: Descriptive, Transformative, and Reflective Research

Looking inside the black box: measuring implementation and detecting group-level impact of cognitively guided instruction.

Studies have found that some teacher professional development programs that are based on Cognitively Guided Instruction (CGI) can increase student mathematics achievement. The mechanism through which those effects are realized has been theorized, but more empirical study is needed. In service of this need, we designed a novel measure of instructional practice to assess the extent to which observable features of mathematics instruction are consistent with the principles of CGI. We describe the conceptual foundations and first use of the instrument, which we call M-CLIPS. We found that teachers involved in the first 2 years of a CGI program were using methods consistent with the principles. In contrast, instructional practice in the comparison condition was mostly inconsistent with those principles.

Understanding Preservice Elementary Teachers as Mathematical Modelers and Their Perceptions of the Process

A growing consensus holds that preservice K–8 teachers (PSTs) need to experience the modeling process as learners to understand it and envision teaching modeling in their future classrooms. We examine this recommendation by exploring how PSTs construct models and how collaborative learning practices influence them in revising and refining their models. We also explore their reflections on modeling as a pedagogical experience. We introduce Modeling Decision Maps as a tool to examine how PSTs construct and refine mathematical models, and we draw on reflective journal entries to capture PSTs’ perspectives on the process. Our findings indicate that realistic modeling tasks provide opportunities to foster PSTs’ understanding of modeling, grow their mathematical modeling skills, and attune them to important pedagogical practices.

The Journal for Research in Mathematics Education is published online five times a year—January, March, May, July, and November—at 1906 Association Dr., Reston, VA 20191-1502. Each volume’s index is in the November issue. JRME is indexed in Contents Pages in Education, Current Index to Journals in Education, Education Index, Psychological Abstracts, Social Sciences Citation Index, and MathEduc.

An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME presents a variety of viewpoints. The views expressed or implied in JRME are not the official position of the Council unless otherwise noted.

JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including:

• Research reports, addressing important research questions and issues in mathematics education,
• Brief reports of research,
• Research commentaries on issues pertaining to mathematics education research.

More information about each type of submission is available here . If you have questions about the types of manuscripts JRME publishes, please contact [email protected].

Editorial Board

The  JRME  Editorial Board consists of the Editorial Team and Editorial Panel.  The Editorial team, led by JRME Editor Patricio Herbst, leads the review, decision and editorial/publication process for manuscripts.  The Editorial Panel reviews manuscripts, sets policy for the journal, and continually seeks feedback from readers. The following are members of the current JRME Editorial Board.

Editorial Staff   

Editorial Panel  

International Advisory Board   

Headquarters Journal Staff  

The editors of the  Journal for Research in Mathematics Education (JRME)  encourage the submission of a variety of manuscripts.

Manuscripts must be submitted through the JRME Online Submission and Review System . 

Research Reports

JRME publishes a wide variety of research reports that move the field of mathematics education forward. These include, but are not limited to, various genres and designs of empirical research; philosophical, methodological, and historical studies in mathematics education; and literature reviews, syntheses, and theoretical analyses of research in mathematics education. Papers that review well for JRME generally include these Characteristics of a High-Quality Manuscript . The editors strongly encourage all authors to consider these characteristics when preparing a submission to JRME. 

The maximum length for Research Reports is 13,000 words including abstract, references, tables, and figures.

Brief Reports

Brief reports of research are appropriate when a fuller report is available elsewhere or when a more comprehensive follow-up study is planned.

• A brief report of a first study on some topic might stress the rationale, hypotheses, and plans for further work.
• A brief report of a replication or extension of a previously reported study might contrast the results of the two studies, referring to the earlier study for methodological details.
• A brief report of a monograph or other lengthy nonjournal publication might summarize the key findings and implications or might highlight an unusual observation or methodological approach.
• A brief report might provide an executive summary of a large study.

The maximum length for Brief Reports is 5,000 words including abstract, references, tables, and figures. If source materials are needed to evaluate a brief report manuscript, a copy should be included.

Other correspondence regarding manuscripts for Research Reports or Brief Reports should be sent to

Ilana Seidel Horn, JRME Editor, [email protected] .

Research Commentaries

The journal publishes brief (5,000 word), peer-reviewed commentaries on issues that reflect on mathematics education research as a field and steward its development. Research Commentaries differ from Research Reports in that their focus is not to present new findings or empirical results, but rather to comment on issues of interest to the broader research community. 

Research Commentaries are intended to engage the community and increase the breadth of topics addressed in  JRME . Typically, Research Commentaries —

• address mathematics education research as a field and endeavor to move the field forward;
• speak to the readers of the journal as an audience of researchers; and
• speak in ways that have relevance to all mathematics education researchers, even when addressing a particular point or a particular subgroup.

Authors of Research Commentaries should share their perspectives while seeking to invite conversation and dialogue, rather than close off opportunities to learn from others, especially those whose work they might be critiquing. 

Foci of Research Commentaries vary widely. They may include, but are not restricted to the following:

• Discussion of connections between research and NCTM-produced documents
• Advances in research methods
• Discussions of connections among research, policy, and practice
• Analyses of trends in policies for funding research
• Examinations of evaluation studies
• Critical essays on research publications that have implications for the mathematics education research community
• Interpretations of previously published research in JRME that bring insights from an equity lens
• Exchanges among scholars holding contrasting views about research-related issues

Read more about Research Commentaries in our May 2023 editorial . 

The maximum length for Research Commentaries is 5,000 words, including abstract, references, tables, and figures.

Other correspondence regarding Research Commentary manuscripts should be sent to: 

Tesha Sengupta-Irving, JRME Research Commentary Editor, [email protected] .

Editorial Policies

Appeals Process Policy

Artificial Intelligence (AI) Policy

Tools for Authors

The forms below provide information to authors and help ensure that NCTM complies with all copyright laws: 

Student Work Release

Photographer Copyright Release

Video Permission

Want to Review?

Find more information in this flyer  about how to become a reviewer for JRME . 

The  Journal for Research in Mathematics Education  is available to individuals as part of an  NCTM membership  or may be accessible through an  institutional subscription .

The  Journal for Research in Mathematics Education  ( JRME ), an official journal of the National Council of Teachers of Mathematics (NCTM), is the premier research journal in math education and devoted to the interests of teachers and researchers at all levels--preschool through college.

JRME is published five times a year—January, March, May, July, and November—and presents a variety of viewpoints.  Learn more about   JRME .

© 2024 National Council of Teachers of Mathematics (NCTM)

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Journal of Applied Research in Higher Education

• Submit your paper
• Author guidelines
• Editorial team
• Indexing & metrics
• Calls for papers & news

Before you start

For queries relating to the status of your paper pre decision, please contact the Editor or Journal Editorial Office. For queries post acceptance, please contact the Supplier Project Manager. These details can be found in the Editorial Team section.

Author responsibilities

Our goal is to provide you with a professional and courteous experience at each stage of the review and publication process. There are also some responsibilities that sit with you as the author. Our expectation is that you will:

• Respond swiftly to any queries during the publication process.
• Be accountable for all aspects of your work. This includes investigating and resolving any questions about accuracy or research integrity .
• Treat communications between you and the journal editor as confidential until an editorial decision has been made.
• Include anyone who has made a substantial and meaningful contribution to the submission (anyone else involved in the paper should be listed in the acknowledgements).
• Exclude anyone who hasn’t contributed to the paper, or who has chosen not to be associated with the research.
• In accordance with COPE’s position statement on AI tools , Large Language Models cannot be credited with authorship as they are incapable of conceptualising a research design without human direction and cannot be accountable for the integrity, originality, and validity of the published work. The author(s) must describe the content created or modified as well as appropriately cite the name and version of the AI tool used; any additional works drawn on by the AI tool should also be appropriately cited and referenced. Standard tools that are used to improve spelling and grammar are not included within the parameters of this guidance. The Editor and Publisher reserve the right to determine whether the use of an AI tool is permissible.
• If your article involves human participants, you must ensure you have considered whether or not you require ethical approval for your research, and include this information as part of your submission. Find out more about informed consent .

Generative AI usage key principles

• Copywriting any part of an article using a generative AI tool/LLM would not be permissible, including the generation of the abstract or the literature review, for as per Emerald’s authorship criteria, the author(s) must be responsible for the work and accountable for its accuracy, integrity, and validity.
• The generation or reporting of results using a generative AI tool/LLM is not permissible, for as per Emerald’s authorship criteria, the author(s) must be responsible for the creation and interpretation of their work and accountable for its accuracy, integrity, and validity.
• The in-text reporting of statistics using a generative AI tool/LLM is not permissible due to concerns over the authenticity, integrity, and validity of the data produced, although the use of such a tool to aid in the analysis of the work would be permissible.
• Copy-editing an article using a generative AI tool/LLM in order to improve its language and readability would be permissible as this mirrors standard tools already employed to improve spelling and grammar, and uses existing author-created material, rather than generating wholly new content, while the author(s) remains responsible for the original work.
• The submission and publication of images created by AI tools or large-scale generative models is not permitted.

Research and publishing ethics

Our editors and employees work hard to ensure the content we publish is ethically sound. To help us achieve that goal, we closely follow the advice laid out in the guidelines and flowcharts on the COPE (Committee on Publication Ethics) website .

We have also developed our research and publishing ethics guidelines . If you haven’t already read these, we urge you to do so – they will help you avoid the most common publishing ethics issues.

A few key points:

• Any manuscript you submit to this journal should be original. That means it should not have been published before in its current, or similar, form. Exceptions to this rule are outlined in our pre-print and conference paper policies .  If any substantial element of your paper has been previously published, you need to declare this to the journal editor upon submission. Please note, the journal editor may use  Crossref Similarity Check  to check on the originality of submissions received. This service compares submissions against a database of 49 million works from 800 scholarly publishers.
• Your work should not have been submitted elsewhere and should not be under consideration by any other publication.
• If you have a conflict of interest, you must declare it upon submission; this allows the editor to decide how they would like to proceed. Read about conflict of interest in our research and publishing ethics guidelines .
• By submitting your work to Emerald, you are guaranteeing that the work is not in infringement of any existing copyright.
• If you have written about a company/individual/organisation in detail using information that is not publicly available, have spent time within that company/organisation, or the work features named/interviewed employees, you will need to clear permission by using the  consent to publish form ; please also see our permissions guidance for full details. If you have to clear permission with the company/individual/organisation, consent must be given either by the named individual in question or their representative, a board member of the company/organisation, or a HR department representative of the company/organisation.
• You have an ethical obligation and responsibility to conduct your research in adherence to national and international research ethics guidelines, as well as the ethical principles outlined by your discipline and any relevant authorities, and to be transparent about your research methods in such a way that all involved in the publication process may fairly and appropriately evaluate your work. For all research involving human participants, you must ensure that you have obtained informed consent, meaning that you must inform all participants in your work (or their legal representative) as to why the research is being conducted, whether their anonymity is protected, how their data will be stored and used, and whether there are any associated risks from participation in the study; the submitted work must confirm that informed consent was obtained and detail how this was addressed in accordance with our policy on informed consent .  
• Where appropriate, you must provide an ethical statement within the submitted work confirming that your research received institutional and national (or international) ethical approval, and that it complies with all relevant guidelines and regulations for studies involving humans, whether that be data, individuals, or samples. Specifically, the statement should contain the name and location of the institutional ethics reviewing committee or review board, the approval number, the date of approval, and the details of the national or international guidelines that were followed, as well as any other relevant information. You should also include details of how the work adheres to relevant consent guidelines along with confirming that informed consent was secured for all participants. The details of these statements should ensure that author and participant anonymity is not compromised. Any work submitted without a suitable ethical statement and details of informed consent for all participants, where required, will be returned to the authors and will not be considered further until appropriate and clear documentation is provided. Emerald reserves the right to reject work without sufficient evidence of informed consent from human participants and ethical approval where required.

Third party copyright permissions

Prior to article submission, you need to ensure you’ve applied for, and received, written permission to use any material in your manuscript that has been created by a third party. Please note, we are unable to publish any article that still has permissions pending. The rights we require are:

• Non-exclusive rights to reproduce the material in the article or book chapter.
• Print and electronic rights.
• Worldwide English-language rights.
• To use the material for the life of the work. That means there should be no time restrictions on its re-use e.g. a one-year licence.

We are a member of the International Association of Scientific, Technical, and Medical Publishers (STM) and participate in the STM permissions guidelines , a reciprocal free exchange of material with other STM publishers.  In some cases, this may mean that you don’t need permission to re-use content. If so, please highlight this at the submission stage.

Please take a few moments to read our guide to publishing permissions  to ensure you have met all the requirements, so that we can process your submission without delay.

Open access submissions and information

All our journals currently offer two open access (OA) publishing paths; gold open access and green open access.

If you would like to, or are required to, make the branded publisher PDF (also known as the version of record) freely available immediately upon publication, you can select the gold open access route once your paper is accepted. 

If you’ve chosen to publish gold open access, this is the point you will be asked to pay the APC (article processing charge) . This varies per journal and can be found on our APC price list or on the editorial system at the point of submission. Your article will be published with a Creative Commons CC BY 4.0 user licence , which outlines how readers can reuse your work.

Alternatively, if you would like to, or are required to, publish open access but your funding doesn’t cover the cost of the APC, you can choose the green open access, or self-archiving, route. As soon as your article is published, you can make the author accepted manuscript (the version accepted for publication) openly available, free from payment and embargo periods.

You can find out more about our open access routes, our APCs and waivers and read our FAQs on our open research page. 

Find out about open

Transparency and Openness Promotion (TOP) Guidelines

We are a signatory of the Transparency and Openness Promotion (TOP) Guidelines , a framework that supports the reproducibility of research through the adoption of transparent research practices. That means we encourage you to:

• Cite and fully reference all data, program code, and other methods in your article.
• Include persistent identifiers, such as a Digital Object Identifier (DOI), in references for datasets and program codes. Persistent identifiers ensure future access to unique published digital objects, such as a piece of text or datasets. Persistent identifiers are assigned to datasets by digital archives, such as institutional repositories and partners in the Data Preservation Alliance for the Social Sciences (Data-PASS).
• Follow appropriate international and national procedures with respect to data protection, rights to privacy and other ethical considerations, whenever you cite data. For further guidance please refer to our  research and publishing ethics guidelines . For an example on how to cite datasets, please refer to the references section below.

Prepare your submission

Manuscript support services.

We are pleased to partner with Editage, a platform that connects you with relevant experts in language support, translation, editing, visuals, consulting, and more. After you’ve agreed a fee, they will work with you to enhance your manuscript and get it submission-ready.

This is an optional service for authors who feel they need a little extra support. It does not guarantee your work will be accepted for review or publication.

Visit Editage

Manuscript requirements

Before you submit your manuscript, it’s important you read and follow the guidelines below. You will also find some useful tips in our structure your journal submission how-to guide.

Submit your manuscript

There are a number of key steps you should follow to ensure a smooth and trouble-free submission.

Double check your manuscript

Before submitting your work, it is your responsibility to check that the manuscript is complete, grammatically correct, and without spelling or typographical errors. A few other important points:

• Give the journal aims and scope a final read. Is your manuscript definitely a good fit? If it isn’t, the editor may decline it without peer review.
• Does your manuscript comply with our research and publishing ethics guidelines ?
• Have you cleared any necessary publishing permissions ?
• Have you followed all the formatting requirements laid out in these author guidelines?
• If you need to refer to your own work, use wording such as ‘previous research has demonstrated’ not ‘our previous research has demonstrated’.
• If you need to refer to your own, currently unpublished work, don’t include this work in the reference list.
• Any acknowledgments or author biographies should be uploaded as separate files.
• Carry out a final check to ensure that no author names appear anywhere in the manuscript. This includes in figures or captions.

You will find a helpful submission checklist on the website Think.Check.Submit .

The submission process

All manuscripts should be submitted through our editorial system by the corresponding author.

The only way to submit to the journal is through the journal’s ScholarOne site as accessed via the Emerald website, and not by email or through any third-party agent/company, journal representative, or website. Submissions should be done directly by the author(s) through the ScholarOne site and not via a third-party proxy on their behalf.

A separate author account is required for each journal you submit to. If this is your first time submitting to this journal, please choose the Create an account or Register now option in the editorial system. If you already have an Emerald login, you are welcome to reuse the existing username and password here.

Please note, the next time you log into the system, you will be asked for your username. This will be the email address you entered when you set up your account.

Don't forget to add your  ORCiD ID during the submission process. It will be embedded in your published article, along with a link to the ORCiD registry allowing others to easily match you with your work.

Don’t have one yet? It only takes a few moments to register for a free ORCiD identifier .

Visit the ScholarOne support centre  for further help and guidance.

What you can expect next

You will receive an automated email from the journal editor, confirming your successful submission. It will provide you with a manuscript number, which will be used in all future correspondence about your submission. If you have any reason to suspect the confirmation email you receive might be fraudulent, please contact the journal editor in the first instance.

Post submission

Review and decision process.

Each submission is checked by the editor. At this stage, they may choose to decline or unsubmit your manuscript if it doesn’t fit the journal aims and scope, or they feel the language/manuscript quality is too low.

If they think it might be suitable for the publication, they will send it to at least two independent referees for double anonymous peer review.  Once these reviewers have provided their feedback, the editor may decide to accept your manuscript, request minor or major revisions, or decline your work.

While all journals work to different timescales, the goal is that the editor will inform you of their first decision within 60 days.

During this period, we will send you automated updates on the progress of your manuscript via our submission system, or you can log in to check on the current status of your paper.  Each time we contact you, we will quote the manuscript number you were given at the point of submission. If you receive an email that does not match these criteria, it could be fraudulent and we recommend you contact the journal editor in the first instance.

Manuscript transfer service

Emerald’s manuscript transfer service takes the pain out of the submission process if your manuscript doesn’t fit your initial journal choice. Our team of expert Editors from participating journals work together to identify alternative journals that better align with your research, ensuring your work finds the ideal publication home it deserves. Our dedicated team is committed to supporting authors like you in finding the right home for your research.

If a journal is participating in the manuscript transfer program, the Editor has the option to recommend your paper for transfer. If a transfer decision is made by the Editor, you will receive an email with the details of the recommended journal and the option to accept or reject the transfer. It’s always down to you as the author to decide if you’d like to accept. If you do accept, your paper and any reviewer reports will automatically be transferred to the recommended journals. Authors will then confirm resubmissions in the new journal’s ScholarOne system.

Our Manuscript Transfer Service page has more information on the process.

If your submission is accepted

Open access.

Once your paper is accepted, you will have the opportunity to indicate whether you would like to publish your paper via the gold open access route.

If you’ve chosen to publish gold open access, this is the point you will be asked to pay the APC (article processing charge).  This varies per journal and can be found on our APC price list or on the editorial system at the point of submission. Your article will be published with a Creative Commons CC BY 4.0 user licence , which outlines how readers can reuse your work.

For UK journal article authors - if you wish to submit your work accepted by Emerald to REF 2021, you must make a ‘closed deposit’ of your accepted manuscript to your respective institutional repository upon acceptance of your article. Articles accepted for publication after 1st April 2018 should be deposited as soon as possible, but no later than three months after the acceptance date. For further information and guidance, please refer to the REF 2021 website.

All accepted authors are sent an email with a link to a licence form.  This should be checked for accuracy, for example whether contact and affiliation details are up to date and your name is spelled correctly, and then returned to us electronically. If there is a reason why you can’t assign copyright to us, you should discuss this with your journal content editor. You will find their contact details on the editorial team section above.

Proofing and typesetting

Once we have received your completed licence form, the article will pass directly into the production process. We will carry out editorial checks, copyediting, and typesetting and then return proofs to you (if you are the corresponding author) for your review. This is your opportunity to correct any typographical errors, grammatical errors or incorrect author details. We can’t accept requests to rewrite texts at this stage.

When the page proofs are finalised, the fully typeset and proofed version of record is published online. This is referred to as the EarlyCite version. While an EarlyCite article has yet to be assigned to a volume or issue, it does have a digital object identifier (DOI) and is fully citable. It will be compiled into an issue according to the journal’s issue schedule, with papers being added by chronological date of publication.

How to share your paper

Visit our author rights page  to find out how you can reuse and share your work.

To find tips on increasing the visibility of your published paper, read about  how to promote your work .

Correcting inaccuracies in your published paper

Sometimes errors are made during the research, writing and publishing processes. When these issues arise, we have the option of withdrawing the paper or introducing a correction notice. Find out more about our  article withdrawal and correction policies .

Need to make a change to the author list? See our frequently asked questions (FAQs) below.

Frequently asked questions

Editor-in-Chief

• Dr Patrick Blessinger State University of New York at Old Westbury - USA [email protected]

Senior Editor

• Professor Nour El Houda Chaoui Ibn Tofail University - Morocco [email protected]
• Dr Barbara Cozza St. John's University - USA [email protected]
• Dr Martina Jordaan University of Pretoria - South Africa [email protected]
• Dr Madasu Bhaskara Rao Icfai Foundation for Higher Education (IFHE) - India [email protected]
• Professor Abhilasha Singh American University in the Emirates - UAE [email protected]

Commissioning Editor

• Danielle Crow Emerald Publishing - UK [email protected]

Journal Editorial Office (For queries related to pre-acceptance)

• Aman Bhamani Emerald Publishing [email protected]

Supplier Project Manager (For queries related to post-acceptance)

• Subha Sri Aneesh Emerald Publishing [email protected]

Editorial Advisory Board

• Dr Anand Agrawal BlueCrest University College - Ghana
• Mr Majid Ali Sulaiman Al-Rajhi University - Saudi Arabia
• Dr Salvador Baena-Morales University of Alicante - Spain
• Dr Tina Bass University of Derby - UK
• Dr Gavin Baxter University of the West of Scotland - UK
• Dr Arlinda Beka University of Pristina - Kosovo
• Dr Vasiliki Brinia Athens University of Economics & Business - Greece
• Professor Milton Cox Miami University - USA
• Dr Elena García Ansani USA
• Professor Beena Giridharan Curtin University - Malaysia
• Dr Jaimie Hoffman Noodle Partners - USA
• Professor Dirk Ifenthaler University of Mannheim - Germany
• Mr Hari Chandra Kamali Tribhuvan University - Nepal
• Dr Diana A. Karim Al Jahromi University of Bahrain - Kingdom of Bahrain
• Dr Corinne Laverty Queen's University - Canada
• Dr Shahab Alam Malik Minhaj University - Pakistan
• Dr Serpil Meri-Yilan AICU - Turkey
• Dr Charlynn Miller The University of Melbourne - Australia
• Dr Michael Miller University of Arkansas - USA
• Dr Nandita Mishra Amity University - India
• Dr Eugenie A. Panitsides Hellenic Open University - Greece
• Dr Sweta Patnaik Cape Peninsula University of Technology - South Africa
• Dr Krassie Petrova Auckland University of Technology - New Zealand
• Ms Inge Rozendal University of Applied Sciences - The Netherlands
• Dr Damini Saini Indian Institute of Management - India
• Dr Abeer Salem Modern Sciences and Arts University - Egypt
• Dr Mahruf Shohel Institute of Development Studies - Bangladesh
• Dr Tingjia Wang Hiroshima University - Japan
• Dr Rana Zeine Saint James School of Medicine - Caribbean Netherlands

Citation metrics

CiteScore 2023

Further information

CiteScore is a simple way of measuring the citation impact of sources, such as journals.

Calculating the CiteScore is based on the number of citations to documents (articles, reviews, conference papers, book chapters, and data papers) by a journal over four years, divided by the number of the same document types indexed in Scopus and published in those same four years.

For more information and methodology visit the Scopus definition

CiteScore Tracker 2024

(updated monthly)

CiteScore Tracker is calculated in the same way as CiteScore, but for the current year rather than previous, complete years.

The CiteScore Tracker calculation is updated every month, as a current indication of a title's performance.

2023 Impact Factor

The Journal Impact Factor is published each year by Clarivate Analytics. It is a measure of the number of times an average paper in a particular journal is cited during the preceding two years.

For more information and methodology see Clarivate Analytics

5-year Impact Factor (2023)

A base of five years may be more appropriate for journals in certain fields because the body of citations may not be large enough to make reasonable comparisons, or it may take longer than two years to publish and distribute leading to a longer period before others cite the work.

Actual value is intentionally only displayed for the most recent year. Earlier values are available in the Journal Citation Reports from Clarivate Analytics .

Publication timeline

Time to first decision

Time to first decision , expressed in days, the "first decision" occurs when the journal’s editorial team reviews the peer reviewers’ comments and recommendations. Based on this feedback, they decide whether to accept, reject, or request revisions for the manuscript.

Data is taken from submissions between 1st June 2023 and 31st May 2024

Acceptance to publication

Acceptance to publication , expressed in days, is the average time between when the journal’s editorial team decide whether to accept, reject, or request revisions for the manuscript and the date of publication in the journal. 

Data is taken from the previous 12 months (Last updated July 2024)

Acceptance rate

The acceptance rate is a measurement of how many manuscripts a journal accepts for publication compared to the total number of manuscripts submitted expressed as a percentage %

Data is taken from submissions between 1st June 2023 and 31st May 2024 .

This figure is the total amount of downloads for all articles published early cite in the last 12 months

(Last updated: July 2024)

This journal is abstracted and indexed by 

• Academic Search Alumni Edition
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• Cabell's Directory of Publishing Opportunities in Higher Education
• Education Research Complete and Education Resources Information Center (ERIC)

This journal is ranked by 

• Scopus and Emerging Sources Citation Index (Clarivate Analytics)

Reviewer information

Peer review process.

This journal engages in a double-anonymous peer review process, which strives to match the expertise of a reviewer with the submitted manuscript. Reviews are completed with evidence of thoughtful engagement with the manuscript, provide constructive feedback, and add value to the overall knowledge and information presented in the manuscript.

The mission of the peer review process is to achieve excellence and rigour in scholarly publications and research.

Our vision is to give voice to professionals in the subject area who contribute unique and diverse scholarly perspectives to the field.

The journal values diverse perspectives from the field and reviewers who provide critical, constructive, and respectful feedback to authors. Reviewers come from a variety of organizations, careers, and backgrounds from around the world.

All invitations to review, abstracts, manuscripts, and reviews should be kept confidential. Reviewers must not share their review or information about the review process with anyone without the agreement of the editors and authors involved, even after publication. This also applies to other reviewers’ “comments to author” which are shared with you on decision.

Resources to guide you through the review process

Discover practical tips and guidance on all aspects of peer review in our reviewers' section. See how being a reviewer could benefit your career, and discover what's involved in shaping a review.

More reviewer information

Calls for papers

Universities as change agents: social innovation for sustainable futures.

Introduction This special edition will explore the intersections of humanizing pedagogy, social justice, inclusion, and equity in education. It will delve into innovative practices that promote sustainable futures and exam...

Thank you to the 2023 Reviewers of Journal of Applied Research in Higher Education

The publishing and editorial teams would like to thank the following, for their invaluable service as 2022 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has been able to publish such high...

HETL Conference 2024 – Nelson Mandela University, South Africa

Join us for the 2024 HETL Conference in South Africa, hosted by Nelson Mandela University, from 2 October to 4 October Bringing together Higher Education professionals and students from across the world to provide a platform for d...

Thank you to the 2022 Reviewers of Journal of Applied Research in Higher Education

Hetl conference 2023 – university of aberdeen.

The University of Aberdeen will host the 2023 HETL Conference from 12 - 14 June 2023   Bringing together Higher Education professionals and students from across the world to provide a platform for discussion, debate, networki...

Thank you to the 2021 Reviewers of Journal of Applied Research in Higher Education

The publishing and editorial teams would like to thank the following, for their invaluable service as 2021 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has ...

Literati awards

Journal of Applied Research in Higher Education - Literati Award Winners 2023

We are to pleased to announce our 2023 Literati Award winners. Outstanding Paper Embracing educational disruption: A...

Journal of Applied Research in Higher Education - Literati Award Winners 2022

We are pleased to announce our 2022 Literati Award winners. Outstanding Paper Basic psychological needs sa...

Journal of Applied Research in Higher Education - Literati Award Winners 2021

We are pleased to announce our 2021 Literati Award winners. Outstanding Paper Health implications of job-r...

Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited.

Aims and scope

Internationally peer-reviewed, the Journal of Applied Research in Higher Education (JARHE) , focuses on the scholarship and practice of teaching and learning and higher education, covering: 

• Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas
• Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning
• Innovation, change, and reflections on current practices
• Issues around teaching and learning, especially those discussions which seek to inform practice are encouraged, ensuring the journal has validity and relevance in the fast-change higher education landscape

The journal is published in affiliation with the   International Higher Education Teaching and Learning Association .

Latest articles

These are the latest articles published in this journal (Last updated: July 2024 )

TPACK based blended learning model to improve engineering graduate attributes - A case study with Kirkpatrick evaluation

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training, using a virtual patient system to improve medical students' confidence in clinical diagnosis: a controlled study, top downloaded articles.

These are the most downloaded articles over the last 12 months for this journal (Last updated: July 2024 )

Exploring Key Themes and Trends in International Student Mobility Research "€”A Systematic Literature Review

Study destination preference and post-graduation intentions "€”a push-pull factor theory perspective, identifying the opportunities and challenges of artificial intelligence in higher education: a qualitative study.

These are the top cited articles for this journal, from the last 12 months according to Crossref (Last updated: July 2024 )

Exploring determinants of social media addiction in higher education through the integrated lenses of Technology Acceptance Model (TAM) and usage habit

Lifelong learning measurement scale (llms): development and validation in the context of higher education institutions, university students' perceived service quality and attitude towards hybrid learning: ease of use and usefulness as mediators, related journals.

This journal is part of our Education collection. Explore our Education subject area to find out more.  

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Higher Education, Skills and Work-based Learning is the only journal to focus on the interface between higher education...

This title is aligned with our quality education for all goal

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.

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Announcements

International journal of evaluation and research in education (ijere).

International Journal of Evaluation and Research in Education (IJERE) , p-ISSN: 2252-8822, e-ISSN: 2620-5440 is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc. IJERE has been indexed by SCOPUS , and ScimagoJR .

Beginning with issue 1 of volume 13 (2024), this journal will be published as a bimonthly journal (6 issues/year). The journal is published by  Institute of Advanced Engineering and Science (IAES)   in collaboration with   Intelektual Pustaka Media Utama (IPMU) .

Kindly please download the IJERE template in  MS Word  or  Latex

Submit your manuscripts today! < click in here >

Please do not hesitate to contact us if you require any further information at email: [email protected].

All Issues:

• 2024:  Vol. 13 No. 1 , Vol. 13 No. 2 , Vol. 13 No. 3 , Vol. 13 No. 4 ,  Vol. 13 No. 5 , Vol. 13 No. 6
• 2023: Vol. 12 No. 1 ,  Vol. 12 No. 2 ,  Vol. 12 No. 3 ,  Vol. 12 No. 4
• 2022:  Vol. 11 No. 1 ,  Vol. 11 No. 2 ,  Vol. 11 No. 3 ,  Vol. 11 No. 4
• 2021:  Vol. 10 No. 1 ,  Vol. 10 No. 2 ,  Vol. 10 No. 3 ,  Vol. 10 No. 4
• 2020:  Vol. 9 No. 1 ,  Vol. 9 No. 2 ,  Vol. 9 No. 3 ,  Vol. 9 No. 4
• 2019:  Vol. 8 No. 1 ,  Vol. 8 No. 2 ,  Vol. 8 No. 3 ,  Vol. 8 No. 4
• 2018: Vol. 7 No. 1 ,  Vol. 7 No. 2 ,  Vol. 7 No. 3 ,  Vol. 7 No. 4
• 2017:  Vol. 6 No. 1 ,  Vol. 6 No. 2 ,  Vol. 6 No. 3 ,  Vol. 6 No. 4
• 2016:  Vol. 5 No. 1 ,  Vol. 5 No. 2 ,  Vol. 5 No. 3 ,  Vol. 5 No. 4
• 2015:  Vol. 4 No. 1 ,  Vol. 4 No. 2 ,  Vol. 4 No. 3 ,  Vol. 4 No. 4
• 2014:  Vol. 3 No. 1 ,  Vol. 3 No. 2 ,  Vol. 3 No. 3 ,  Vol. 3 No. 4
• 2013: Vol. 2 No. 1 , Vol. 2 No. 2 , Vol. 2 No. 3 , Vol. 2 No. 4
• 2012: Vol. 1 No. 1 , Vol. 1 No. 2

Vol 13, No 5: October 2024

Table of contents.

International Journal of Evaluation and Research in Education (IJERE) p-ISSN: 2252-8822, e-ISSN: 2620-5440 The journal is published by  Institute of Advanced Engineering and Science (IAES)   in collaboration with   Intelektual Pustaka Media Utama (IPMU)  

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Recommended Tools

Most Downloaded 2021

The implementation of self-explanation strategy to develop understanding proof in geometry ( 990 )

Pre-service secondary teachers’ knowledge of the function concept: A cluster analysis approach ( 983 )

Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis ( 602 )

Developing the Students’ Ability in Understanding Mathematics and Self-confidence with VBA for Excel   (423)

A Secondary Student’s Problem Solving Ability in Learning Based on Realistic Mathematics with Ethnomathematics   (397)  

Top cited in Scopus Document

Improving students’ critical and creative thinking through realistic mathematics education using geometer’s sketchpad (12 times)

Improving Teaching Quality and Problem Solving Ability Through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach (12 times)

Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph (10 times)

An Analysis of Student Error in Solving PISA 2012 and Its Scaffolding (8 times)

JRAMathEdu (Journal of Research and Advances in Mathematics Education)

Announcements

Volume 7 Issue 4 October 2022

Table of contents, research articles.

ISSN: 2541-2590

Published by Mason Publishing , part of the George Mason University Libraries .

Breaking News

• Appointments & Awards

Edward Waters University Honors College Launches Journal to Highlight HBCU Research

The interdisciplinary, peer-reviewed journal highlights the research initiatives conducted at historically Black colleges and universities across the country. In its inaugural issue, the journal consists of seven research articles from authors at Edward Waters University and beyond.

“The HBCU Journal of Research Initiatives began with a critical mission to give a voice to underrepresented scholars in academia,” writes assistant professor of English Hyo Kyung Woo in the inaugural issue’s editorial statement. “Our message is simple — underprivileged, marginalized, struggling HBCU scholars will continue to strive for excellence despite challenges and systemic inequality in their everyday lives.”

Volume 1, Issue 1 of the HBCU Journal of Research Initiatives can be found here .

• Edward Waters University

Related Articles

Higher Education Gifts or Grants of Interest to African Americans

Edward waters university appoints genyne henry boston as provost.

Five African Americans Who Have Been Appointed to New Administrative Posts at Universities

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Latest News

Rolanda Horn Named Chair-Elect of NASPA’s Center for Women

New Faculty Appointments for Four Black Scholars

North Carolina A&T Announces Significant Growth in Graduate Degree Offerings

Three Black Authors Named Finalists for Yale’s 2024 Frederick Douglass Book Prize

Featured Jobs

Reginald A. Daly Postdoctoral Research Fellowship

Assistant Professor, African Diasporic Religious Thought and Traditions

Teaching Professors in Medical Education (All ranks, multiple hires)

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JBHE is dedicated to the conscientious investigation of the status and prospects for African Americans in higher education. Phone: (570) 392-6797

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The Future is FirstGen

National Data Fact Sheets on First-generation College Students

The fact sheets presented below provide information about first-generation college students’ demographic characteristics, enrollment characteristics, experiences during the early covid-19 pandemic, and post-graduation experiences..

ABOUT THE PROJECT

FIRST-GENERATION COLLEGE STUDENTS IN 2020

FIRST-GENERATION COLLEGE STUDENTS’ EXPERIENCES DURING THE EARLY COVID-19 PANDEMIC

EMPLOYMENT, FINANCES, AND ADDITIONAL EDUCATION

EXPERIENCES DURING THE COVID-19 PANDEMIC: 2020 TO 2021

National data fact sheets on first-generation college students and graduates.

As of 2020, 54 percent of undergraduate students in the United States identified as first-generation, defined as an undergraduate student whose parents do not have a bachelor’s degree. The fact sheets presented below provide information about first-generation college students’ demographic characteristics, enrollment characteristics, and experiences during the early COVID-19 pandemic. Many of the findings draw comparisons to the National Data Fact Sheets from 2019 .

Surveyed students were enrolled in Title IV eligible postsecondary institutions in the academic year 2019–20. The data source is the 2019–20 National Postsecondary Student Aid Study (NPSAS:20) from the National Center for Education Statistics (NCES), U.S. Department of Education. The number of survey respondents was about 81,000, representing a population of 17.1 million undergraduate students. When considering how the statistics in these fact sheets may relate to the students at your institution, please read the footnotes for important information, including definitions of key terms and the data source. The average profile of students at your institution may be very different from the national sample of undergraduates used for these fact sheets.

The third and fourth fact sheets provide statistics about the four-year post-graduation experiences of individuals who earned a bachelor’s degree from a Title IV postsecondary institution in the academic year 2015–16. The data source is the 2016/20 Baccalaureate and Beyond Longitudinal Study (B&B:16/20) from NCES. B&B:16/20 was released in 2023 and is the most recent cohort and wave of B&B. The number of survey respondents was about 17,160. The weighted sample size (population size) is about 2 million. First-wave data about the same cohort of college graduates are available in the National Data Fact Sheets from 2021 .

In all four fact sheets, the race/ethnicity categories are mutually exclusive. NASPA recognizes that each racial identity is defined by diverse populations. While aggregation is a useful tool to understand patterns, there are opportunities for continued study to disaggregate the data further. “AI, AN, NH, or PI” is short for American Indian, Alaska Native, Native Hawaiian, or other Pacific Islander. Percentages are rounded.

These fact sheets were produced for the Center for First-generation Student Success by RTI International , an independent, nonprofit research institute. The suggested citation for each fact sheet is provided below.

About the Project

The Center for First-generation Student Success and the Crimsonbridge Foundation continue to collaborate and create original research. After releasing the National Data Fact Sheets on First-generation College Graduates and Career Preparation , the partner organizations sought to review data from the earliest months of the pandemic and publish findings influencing the ways colleges and universities support first-generation college students in light of the global pandemic from 2020. The resources developed by the Center enable philanthropy and other key stakeholders to be effective and informed partners in advancing student success work.

Fact Sheets 1 & 2 Press Release

Fact sheets 3 & 4 press release, fact sheet 1: first-generation college students in 2020: demographics, characteristics, and postsecondary enrollment.

Fact sheet 1 shows the percentage of undergraduate students who were first-generation college students, their parents’ median income, their race/ethnicity, and other selected characteristics. The fact sheet also displays the percentage of undergraduates who were first-generation college students by type of minority-serving institution and by college sector.

Highlight: The median income of first-generation students’ parents was $41,000 in both 2016 and 2020, but the median income of continuing-generation students’ parents increased from $90,000 in 2016 to $103,000 in 2020.

Fact Sheet 1

Suggested Citation: RTI International. (2023). First-generation College Students in 2020: Demographic Characteristics and Postsecondary Enrollment. Washington, DC: NASPA. Retrieved from https://firstgen.naspa.org/files/dmfile/15405_NASPA_FactSheet-01.pdf

Fact Sheet 2: First-generation College Students’ Experiences During the Early COVID-19 Pandemic: January to June 2020

Fact sheet 2 describes the experiences of first-generation undergraduate students during the early COVID-19 pandemic, from January to June 2020. The statistics shown include the percentage of first-generation students who withdrew from their college, who had difficulty accessing or paying for food, and who received emergency financial assistance through their college.

Highlight: Twelve percent of first-generation students and 7 percent of continuing-generation students had difficulty accessing or paying for food as a result of the COVID-19 pandemic.

Fact Sheet 2

Suggested Citation: RTI International. (2023). First-generation College Students’ Experiences During the Early COVID-19 Pandemic: 2020. Washington, DC: NASPA. Retrieved from https://firstgen.naspa.org/files/dmfile/15405_NASPA_FactSheet-02.pdf

Fact Sheet 3: First-generation College Graduates after Four Years: Employment, Finances, and Additional Education

Fact sheet 3 describes first-generation college graduates’ experiences with employment, finances, and additional education four years after they earned a bachelor’s degree. The fact sheet includes median earnings, employer type, and the percentage who enrolled in graduate school.

Highlight: 14% of first-generation college graduates and 24% of continuing-generation college graduates had enrolled in a research or professional doctorate program within four years of earning a bachelor’s degree.

Fact Sheet 3

Suggested Citation: RTI International. (2024). First-generation College Graduates after Four Years: Employment, Finances, and Additional Education. Washington, DC: NASPA. Retrieved from https://firstgen.naspa.org/files/dmfile/15405_NASPA_FactSheet-03.pdf

Fact Sheet 4: First-generation College Graduates after Four Years: Experiences during the COVID-19 Pandemic: 2020 to 2021

Fact sheet 4 describes first-generation college graduates’ experiences during the COVID-19 pandemic, from 2020 to 2021. The fact sheet includes statistics about failing to meet essential expenses, deferment on private student loans, and taking on additional family or child care, among other difficulties.

Highlight: 14% of first-generation college graduates and 8% of continuing-generation college graduates did not meet essential expenses in the previous year because of the COVID-19 pandemic.

Fact Sheet 4

Suggested Citation: RTI International. (2024). First-generation College Graduates after Four Years: Experiences during the COVID-19 Pandemic: 2020 to 2021. Washington, DC: NASPA. Retrieved from https://firstgen.naspa.org/files/dmfile/15405_NASPA_FactSheet-041.pdf

Journal of First-generation Student Success

Learn more about the first academic journal dedicated to the success of first-generation college students.

National Data Fact Sheets on First-generation College Graduates

National statistics about first-generation college graduates’ transition to graduate school and employment in the year after earning a bachelor’s degree.

First-generation Students in Community and Technical Colleges

A National Exploration of Institutional Support Practices

Fact Sheets on First-generation College Students

These fact sheets provide national statistics about first-generation and continuing-generation college students.

First-generation Student Success: A Landscape Analysis

Across higher education, engaged communities of university leaders, practitioners, scholars and students are working tirelessly to craft approaches that unlock the vast potential of first-generation students.