research journal about education

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Harvard educational review.

Edited by Maya Alkateb-Chami, Jane Choi, Jeannette Garcia Coppersmith, Ron Grady, Phoebe A. Grant-Robinson, Pennie M. Gregory, Jennifer Ha, Woohee Kim, Catherine E. Pitcher, Elizabeth Salinas, Caroline Tucker, Kemeyawi Q. Wahpepah

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Journal Information

• ISSN: 0017-8055
• eISSN: 1943-5045
• Keywords: scholarly journal, education research
• First Issue: 1930
• Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2023-2024 Harvard Educational Review Editorial Board Members

Maya Alkateb-Chami Development and Partnerships Editor, 2023-2024 Editor, 2022-2024 [email protected]

Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education. Her research focuses on the role of schooling in fostering just futures—specifically in relation to language of instruction policies in multilingual contexts and with a focus on epistemic injustice. Prior to starting doctoral studies, she was the Managing Director of Columbia University’s Human Rights Institute, where she supported and co-led a team of lawyers working to advance human rights through research, education, and advocacy. Prior to that, she was the Executive Director of Jusoor, a nonprofit organization that helps conflict-affected Syrian youth and children pursue their education in four countries. Alkateb-Chami is a Fulbright Scholar and UNESCO cultural heritage expert. She holds an MEd in Language and Literacy from Harvard University; an MSc in Education from Indiana University, Bloomington; and a BA in Political Science from Damascus University, and her research on arts-based youth empowerment won the annual Master’s Thesis Award of the U.S. Society for Education Through Art.

Jane Choi Editor, 2023-2025

Jane Choi is a second-year PhD student in Sociology with broad interests in culture, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Jeannette Garcia Coppersmith Content Editor, 2023-2024 Editor, 2022-2024 [email protected]

Jeannette Garcia Coppersmith is a fourth-year Education PhD student in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. A former public middle and high school mathematics teacher and department chair, she is interested in understanding the mechanisms that contribute to disparities in secondary mathematics education, particularly how teacher beliefs and biases intersect with the social-psychological processes and pedagogical choices involved in math teaching. Jeannette holds an EdM in Learning and Teaching from the Harvard Graduate School of Education where she studied as an Urban Scholar and a BA in Environmental Sciences from the University of California, Berkeley.

Ron Grady Editor, 2023-2025

Ron Grady is a second-year doctoral student in the Human Development, Learning, and Teaching concentration at the Harvard Graduate School of Education. His central curiosities involve the social worlds and peer cultures of young children, wondering how lived experience is both constructed within and revealed throughout play, the creation of art and narrative, and through interaction with/production of visual artifacts such as photography and film. Ron also works extensively with educators interested in developing and deepening practices rooted in reflection on, inquiry into, and translation of the social, emotional, and aesthetic aspects of their classroom ecosystems. Prior to his doctoral studies, Ron worked as a preschool teacher in New Orleans. He holds a MS in Early Childhood Education from the Erikson Institute and a BA in Psychology with Honors in Education from Stanford University.

Phoebe A. Grant-Robinson Editor, 2023-2024

Phoebe A. Grant-Robinson is a first year student in the Doctor of Education Leadership(EdLD) program at the Harvard Graduate School of Education. Her ultimate quest is to position all students as drivers of their destiny. Phoebe is passionate about early learning and literacy. She is committed to ensuring that districts and school leaders, have the necessary tools to create equitable learning organizations that facilitate the academic and social well-being of all students. Phoebe is particularly interested in the intersection of homeless students and literacy. Prior to her doctoral studies, Phoebe was a Special Education Instructional Specialist. Supporting a portfolio of more than thirty schools, she facilitated the rollout of New York City’s Special Education Reform. Phoebe also served as an elementary school principal. She holds a BS in Inclusive Education from Syracuse University, and an MS in Curriculum and Instruction from Pace University.

Pennie M. Gregory Editor, 2023-2024

Pennie M. Gregory is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. Pennie was born in Incheon, South Korea and raised in Gary, Indiana. She has decades of experience leading efforts to improve outcomes for students with disabilities first as a special education teacher and then as a school district special education administrator. Prior to her doctoral studies, Pennie helped to create Indiana’s first Aspiring Special Education Leadership Institute (ASELI) and served as its Director. She was also the Capacity Events Director for MelanatED Leaders, an organization created to support educational leaders of color in Indianapolis. Pennie has a unique perspective, having worked with members of the school community, with advocacy organizations, and supporting state special education leaders. Pennie holds an EdM in Education Leadership from Marian University.

Jennifer Ha Editor, 2023-2025

Jen Ha is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school students learn to write personal narratives for school applications, scholarships, and professional opportunities amidst changing landscapes in college access and admissions. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim Editor, 2023-2025

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. She is a scholar-activist dedicated to creating spaces for pedagogies of resistance and transformative possibilities. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. She hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Catherine E. Pitcher Editor, 2023-2025

Catherine is a second-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in education in the US in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching, and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures and continues to lead programming in the West Bank, Gaza, and East Jerusalem. She holds an EdM from Harvard in International Education Policy.

Elizabeth Salinas Editor, 2023-2025

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Caroline Tucker Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Caroline Tucker is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research focuses on the history and organizational dynamics of women’s colleges as women gained entry into the professions and coeducation took root in the United States. She is also a research assistant for the Harvard and the Legacy of Slavery Initiative’s Subcommittee on Curriculum and the editorial assistant for Into Practice, the pedagogy newsletter distributed by Harvard University’s Office of the Vice Provost for Advances in Learning. Prior to her doctoral studies, Caroline served as an American politics and English teaching fellow in London and worked in college advising. Caroline holds a BA in History from Princeton University, an MA in the Social Sciences from the University of Chicago, and an EdM in Higher Education from the Harvard Graduate School of Education.

Kemeyawi Q. Wahpepah Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Their research explores how settler colonialism is addressed in K-12 history and social studies classrooms in the United States. Prior to their doctoral studies, Kemeyawi taught middle and high school English and history for eleven years in Boston and New York City. They hold an MS in Middle Childhood Education from Hunter College and an AB in Social Studies from Harvard University.

Submission Information

Click here to view submission guidelines .

Contact Information

Click here to view contact information for the editorial board and customer service .

Subscriber Support

Individual subscriptions must have an individual name in the given address for shipment. Individual copies are not for multiple readers or libraries. Individual accounts come with a personal username and password for access to online archives. Online access instructions will be attached to your order confirmation e-mail.

Institutional rates apply to libraries and organizations with multiple readers. Institutions receive digital access to content on Meridian from IP addresses via theIPregistry.org (by sending HER your PSI Org ID).

Online access instructions will be attached to your order confirmation e-mail. If you have questions about using theIPregistry.org you may find the answers in their FAQs. Otherwise please let us know at [email protected] .

How to Subscribe

To order online via credit card, please use the subscribe button at the top of this page.

To order by phone, please call 888-437-1437.

Checks can be mailed to Harvard Educational Review C/O Fulco, 30 Broad Street, Suite 6, Denville, NJ 07834. (Please include reference to your subscriber number if you are renewing. Institutions must include their PSI Org ID or follow up with this information via email to [email protected] .)

Permissions

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Article Submission FAQ

Closing the open call, question: “i have already submitted an article to her and i am awaiting a decision, what can i expect”.

Answer: First, any manuscripts already submitted through the open call and acknowledged by HER, as well as all invited manuscripts, R&R’d manuscripts, and manuscripts currently in production are NOT affected in any way by our pause in open calls. Editors are working to move through all current submissions and you can expect to receive any updates or decisions as we move through each step of our production process. If you have any questions, please contact the Co-Chairs, Caroline Tucker and Kemeyawi Wahpepah at [email protected] .

Question: “Can you share more about why you are closing the open call?”

Answer: As a graduate student run journal, we perform our editorial tasks in addition to our daily lives as doctoral students. We have been (and continue to be) incredibly grateful for the authors who share their work with us. In closing the open call, we hope to give ourselves time to review each manuscript in the best manner possible.

Submissions

Question: “what manuscripts are a good fit for her ”.

Answer: As a generalist scholarly journal, HER publishes on a wide range of topics within the field of education and related disciplines. We receive many articles that deserve publication, but due to the restrictions of print publication, we are only able to publish very few in the journal. The originality and import of the findings, as well as the accessibility of a piece to HER’s interdisciplinary, international audience which includes education practitioners, are key criteria in determining if an article will be selected for publication.

We strongly recommend that prospective authors review the current and past issues of HER to see the types of articles we have published recently. If you are unsure whether your manuscript is a good fit, please reach out to the Content Editor at [email protected] .

Question: “What makes HER a developmental journal?”

Answer: Supporting the development of high-quality education research is a key tenet of HER’s mission. HER promotes this development through offering comprehensive feedback to authors. All manuscripts that pass the first stage of our review process (see below) receive detailed feedback. For accepted manuscripts, HER also has a unique feedback process called casting whereby two editors carefully read a manuscript and offer overarching suggestions to strengthen and clarify the argument.

Question: “What is a Voices piece and how does it differ from an essay?”

Answer: Voices pieces are first-person reflections about an education-related topic rather than empirical or theoretical essays. Our strongest pieces have often come from educators and policy makers who draw on their personal experiences in the education field. Although they may not present data or generate theory, Voices pieces should still advance a cogent argument, drawing on appropriate literature to support any claims asserted. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021).

Question: “Does HER accept Book Note or book review submissions?”

Answer: No, all Book Notes are written internally by members of the Editorial Board.

Question: “If I want to submit a book for review consideration, who do I contact?”

Answer: Please send details about your book to the Content Editor at [email protected].

Manuscript Formatting

Question: “the submission guidelines state that manuscripts should be a maximum of 9,000 words – including abstract, appendices, and references. is this applicable only for research articles, or should the word count limit be followed for other manuscripts, such as essays”.

Answer: The 9,000-word limit is the same for all categories of manuscripts.

Question: “We are trying to figure out the best way to mask our names in the references. Is it OK if we do not cite any of our references in the reference list? Our names have been removed in the in-text citations. We just cite Author (date).”

Answer: Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing “Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as “Author/s. (2007)” You can also indicate that details are omitted for blind review. Articles can also be blinded effectively by use of the third person in the manuscript. For example, rather than “in an earlier article, we showed that” substitute something like “as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Please do not submit a title page as part of your manuscript. We will capture the contact information and any author statement about the fit and scope of the work in the submission form. Finally, please save the uploaded manuscript as the title of the manuscript and do not include the author/s name/s.

Invitations

Question: “can i be invited to submit a manuscript how”.

Answer: If you think your manuscript is a strong fit for HER, we welcome your request for invitation. Invited manuscripts receive one round of feedback from Editors before the piece enters the formal review process. To submit information about your manuscript for the Board to consider for invitation, please fill out the Invitation Request Form. Please provide as many details as possible. Whether we could invite your manuscript depends on the interest and availability of the current Board. Once you submit the form, we will give you an update in about 2–3 weeks on whether there are Editors who are interested in inviting your manuscript.

Review Timeline

Question: “who reviews manuscripts”.

Answer: All manuscripts are reviewed by the Editorial Board composed of doctoral students at Harvard University.

Question: “What is the HER evaluation process as a student-run journal?”

Answer: HER does not utilize the traditional external peer review process and instead has an internal, two-stage review procedure.

Upon submission, every manuscript receives a preliminary assessment by the Content Editor to confirm that the formatting requirements have been carefully followed in preparation of the manuscript, and that the manuscript is in accord with the scope and aim of the journal. The manuscript then formally enters the review process.

In the first stage of review, all manuscripts are read by a minimum of two Editorial Board members. During the second stage of review, manuscripts are read by the full Editorial Board at a weekly meeting.

Question: “How long after submission can I expect a decision on my manuscript?”

Answer: It usually takes 6 to 10 weeks for a manuscript to complete the first stage of review and an additional 12 weeks for a manuscript to complete the second stage. Due to time constraints and the large volume of manuscripts received, HER only provides detailed comments on manuscripts that complete the second stage of review.

Question: “How soon are accepted pieces published?”

Answer: The date of publication depends entirely on how many manuscripts are already in the queue for an issue. Typically, however, it takes about 6 months post-acceptance for a piece to be published.

Submission Process

Question: “how do i submit a manuscript for publication in her”.

Answer: Manuscripts are submitted through HER’s Submittable platform, accessible here. All first-time submitters must create an account to access the platform. You can find details on our submission guidelines on our Submissions page.

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American Educational Research Journal

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• Description
• Aims and Scope
• Editorial Board
• Abstracting / Indexing
• Submission Guidelines

The American Educational Research Journal ( AERJ ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.

All issues of AERJ are available to browse online .  

• Clarivate Analytics: Current Contents - Physical, Chemical & Earth Sciences
• EBSCO: Sales & Marketing Source
• EBSCOhost: Current Abstracts
• ERIC (Education Resources Information Center)
• Higher Education Abstracts
• ProQuest Education Journals
• Social SciSearch
• Social Sciences Citation Index (Web of Science)
• Wilson Education Index/Abstracts

All manuscripts for AERJ should be submitted electronically at  https://mc.manuscriptcentral.com/aerj . Manuscript submissions by e-mail are not accepted.

Please carefully review the guidelines below. For specific questions or inquiries, please contact the editorial office at: [email protected]

Additional information can also be found at: Sage Manuscript Submission Guidelines .

General Information

AERJ operates on a double-anonymize review policy; once your manuscript is received, it will first be read by the editors to determine whether it merits being sent out for review to a panel of anonymize reviewers.

AERJ does not accept manuscript submissions that are previously published, currently in-press, or under consideration for publication elsewhere. If there is a prior distribution of your manuscript, please check the Sage prior publication guidelines for examples of acceptable submissions. 

Manuscript Criteria

The fitness of a manuscript for publication in AERJ is carefully reviewed based on each of the following dimensions:

• Scope/relevance to the field of education
• Conceptual framework (connections to relevant constructs in literature)
• Appropriateness to questions
• Adequate description of methods (including data collection, description of samples, and analysis)
• Rigor of methods
• Findings/conclusions are literature or data-based
• Overall contribution to the field
• Writing style/composition/clarity

Research Ethics and Publication Standards

Researchers submitting manuscripts should consult the Standards for Research Conduct in AERA publications and the AERA Code of Ethics .

Submission Preparation Checklist

As part of the submission process, please confirm your submission’s compliance with the requirements below. Submissions that do not adhere to these guidelines may be returned to the author(s).

All submissions should follow the Publication Manual of the American Psychological Association , 7th edition

Title page file

Supply complete contact information for all authors on a separately uploaded title page file including: author name(s), affiliation, complete street address, e-mail address, and phone number.

Please clearly indicate the corresponding author who will be handling the communications with the editors, approving final proofs, and working with the association’s publications team should the manuscript be accepted for publication.

Length and Formatting

The main document of the submitted manuscript may not exceed 50 double-spaced pages including all tables, figures, notes, and references. Pages must be typed for 8½" x 11" paper with 1" margins on all sides and double-spaced using 12-point type, preferably Times New Roman.  Word files and LaTeX files (submitted with the corresponding PDF) are acceptable.

Subheads should be used at reasonable intervals to break the monotony of text.

Pages should be numbered consecutively.

Abbreviations and acronyms should be spelled out at first mention unless found as entries in their abbreviated form in Merriam-Webster’s Tenth Collegiate Dictionary (e.g., “IQ” needs no explanation).

Appendices can be considered as part of the manuscript only if, with their inclusion, the submitted manuscript is still within the maximum page limit of 50 double-spaced pages.

Online Supplementary Materials and Appendices

If the inclusion of appendices or other materials exceeds the manuscript’s 50 page limit, these files will not be included as part of the print publication, but will be made available separately online.

You must uploaded these files as a separate document in the system as supplementary files . Please indicate "ONLINE SUPPLEMENTARY MATERIALS" at the top of the uploaded document as a courtesy note to the editors and reviewers. All online supplementary materials should also be clearly labeled with “online” in the file name.

Anonymizing  / Author identification

AERJ uses a anonymize review process; therefore, submitted manuscripts must conceal or remove the authors’ identity, affiliations, and funding source(s), as well as any other clues that exist within the manuscript.

• Authors must ensure that submission materials outside of the title page file contain no identifying information. This includes any information within the text, citations, references, or footnotes. These may be reinserted in the final draft.
• Avoid writing in such a way that potentially reveals author identity even when the author’s name has been removed.

Examples of what is not acceptable:

• “This way of implementing education policy is consistent with the term I refer as ‘social justice enabling practice’ (Author, 2019).”
• “The data for this study come from the National Magnet School Survey (Author, 2018).”

Examples of what is acceptable:

• *You would then, in this particular instance, include the author’s unanonymized reference in the references list
• Explanation: To reiterate our general rule that manuscripts should not provide clues as to author identity.
• Explanation: In the case of a large national survey where only the author and their colleagues have access to it, citing it would reveal their identity. However, if the author uses widely published data (MET, NCES, etc.), it is acceptable to disclose the specific database.
• Example: “Students’ disengagement has increasingly been linked to the quality of their classroom settings (Authors, 2018; Anderson, 2015; Wentzel, 1998).”
• Work published by a submitting author and an outside author (not on the manuscript) can be cited as: Author & --, year
• The authors’ references should appear at the top of the reference list ahead of all other references and shown as “Author(s)” and year only. Do not show any additional information such as title, name of publication, etc.

Author, 2015a

Authors, 2017

Authors & --, 2018

Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis , 39(1), 54-76.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research , 74, 59–109.

• When submitting a revised version of a manuscript, please be sure to submit a anonymize version of your response letter detailing changes made to the manuscript, as this letter will be accessed by reviewers.

Abstract and keywords

All manuscripts should include an abstract of 100–120 words. Please also include a few keywords or terms that researchers will use to find your article in indexes and databases. Articles in AERA journals typically list 3 to 5 keywords.

Notes are for explanations or amplifications of textual material. They are distracting to readers and expensive to set and should be avoided whenever possible. They should be typed as normal text at the end of the text section of the manuscript rather than as part of the footnote or endnote feature of a computer program and should be numbered consecutively throughout the article.

All anonymized references should appear at the top of the references list.

The reference list should contain only references that are cited in the manuscript. Its accuracy and completeness are the responsibility of the author(s).

References should include each publicly available identifier (DOI), a handle, or a uniform resource name (URN). If necessary, this last element may be replaced by a web address and an access date.

Personal communications (letters, memos, telephone conversations) are cited in the text after the name with as exact a date as possible.

All references should follow APA style.

Tables, figures, and illustrations

The purpose of tables and figures is to present data to the reader in a clear and unambiguous manner. Figures and tables should be keyed to the text. Tables should each be typed on a separate sheet and included at the end of the manuscript (after the references). Tables will be typeset and should be editable (i.e., submitted as Word or Excel files) . Figure captions should be typed on a separate sheet (and should not appear in full on the original figures). One high-quality electronic version of each figure must be submitted with the manuscript that is to be typeset (i.e., .jpeg, .png, PDF) . Figures are converted to grayscale for the print edition; they appear in color online.

See also the section below regarding permission to reproduce copyrighted material.

Review Criteria

The Reviewer Guidelines summarize the criteria for the manuscript review.

How to Get Help with the Quality of English in Your Submission

Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at https://languageservices.sagepub.com/en/ .

Please be aware that Sage has no affiliation with these companies and makes no endorsement of them. An author's use of these 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 the particular company, and any costs incurred are the sole responsibility of the author.

Copyright Information Accepted authors will be asked to assign copyright to AERA, in return for which AERA grants several rights to authors.

Permission to reproduce your own published material

No written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from this journal, or to make photocopies for classroom use. Authors are granted permission, without fee, to photocopy their own material or make printouts from the final pdf of their article. Copies must include a full and accurate bibliographic citation and the following credit line: “Copyright [year] by the American Educational Research Association; reproduced with permission from the publisher.” Written permission must be obtained to reproduce or reprint material in circumstances other than those just described. Please review Sage Publishing’s Journal Permissions for further information on policies and fees.

Permission to submit material for which you do not own copyright

Authors who wish to use material, such as figures or tables, for which they do not own the copyright must obtain written permission from the copyright holder (usually the publisher) and submit it along with their manuscript. However, no written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from an AERA journal.

Copyright transfer agreements for accepted works with more than one author

This journal uses a transfer of copyright agreement that requires just one author (the corresponding author) to sign on behalf of all authors. Please identify the corresponding author for your work when submitting your manuscript for review. The corresponding author will be responsible for the following:

• Ensuring that all authors are identified on the copyright agreement, and notifying the editorial office of any changes in the authorship.
• Securing written permission (by letter or e-mail) from each co-author to sign the copyright agreement on the co-author’s behalf.
• Warranting and indemnifying the journal owner and publisher on behalf of all co-authors. Although such instances are very rare, you should be aware that in the event that a co-author has included content in his or her portion of the article that infringes the copyright of another or is otherwise in violation of any other warranty listed in the agreement, you will be the sole author indemnifying the publisher and the editor of the journal against such violation.

Please contact the publications office at AERA if you have questions or if you prefer to use a copyright agreement for all coauthors to sign.

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

The Publications Committee welcomes comments and suggestions from authors. Please send these to the Publications Committee in care of the AERA central office.

Right of Reply

The right of reply policy encourages comments on recently published articles in AERA publications. They are, of course, subject to the same editorial review and decision process as articles. If the comment is accepted for publication, the editor shall inform the author of the original article. If the author submits a reply to the comment, the reply is also subject to editorial review and decision. The editor may allot a specific amount of journal space for the comment (ordinarily about 1,500 words) and for the reply (ordinarily about 750 words). The reply may appear in the same issue as the comment or in a later issue (Council, June 1980).

If an article is accepted for publication in an AERA journal that, in the judgment of the editor, has as its main theme or thrust a critique of a specific piece of work or a specific line of work associated with an individual or program of research, then the individual or representative of the research program whose work is critiqued should be notified in advance about the upcoming publication and given the opportunity to reply, ideally in the same issue. The author of the original article should also be notified. Normal guidelines for length and review of the reply and publication of a rejoinder by the original article’s author(s) should be followed. Articles in the format “an open letter to …” may constitute prototypical exemplars of the category defined here, but other formats may well be used, and would be included under the qualifications for response prescribed here (Council, January 2002).

Authors who believe that their manuscripts were not reviewed in a careful or timely manner and in accordance with AERA procedures should call the matter to the attention of the Association’s executive officer or president.

Sage Choice and Open Access

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.

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Chemistry Education Research and Practice

Modes of technology integration in chemistry teaching: theory and practice.

* Corresponding authors

a Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel E-mail: [email protected] , [email protected]

The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the Covid-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation provided the authors with an opportunity to investigate how chemistry teachers integrate technology into their teaching, compared with how the research literature suggests that it is done. The theoretical framework used in this explorative qualitative study involves chemistry teachers' technological, pedagogical, and content knowledge (TPACK). In particular, the study focused on different modes of technology integration (MOTIs) in chemistry teaching, which is a part of the teachers’ TPACK. In the first stage, five expert chemistry teachers were interviewed so that they could share their extensive experience with technology during online chemistry teaching. Analysis of their interviews revealed that the teachers applied 7 MOTIs in their chemistry teaching. Of these MOTIs, 4 were reported in the chemistry teaching literature: (1) using digital tools for visualization, (2) using open digital databases, (3) using computational methods, and (4) using virtual laboratories and videos of chemical experiments. In addition, the interviews revealed three new MOTIs in chemistry teaching not previously reported: (5) supporting multi-level representations, (6) enabling outreach of chemistry research, and (7) presenting chemistry in everyday life phenomena. In the second research stage, we collected the perspectives of other chemistry teachers ( N = 22) regarding the 7 MOTIs. This stage enabled us to validate the findings of the first stage on a wider population and provided data to rate the importance of the seven different MOTIs according to the teachers. We wish to stress that understanding the MOTIs will not only enrich teachers’ theoretical knowledge base regarding integrating technology into chemistry teaching—it will also contribute to chemistry teachers' preparation and professional development programs.

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I. Aroch, D. Katchevich and R. Blonder, Chem. Educ. Res. Pract. , 2024, Advance Article , DOI: 10.1039/D3RP00307H

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Who Demands Technical and Vocational Education in Pakistan? A PSLM Analysis of Socio-Economic Determinants

Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. 

Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018–19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. 

Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. 

Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely attributed to the perception that TVET-associated degrees and diplomas are considered inferior due to their lower standing and prestige as compared to general or professional degrees. This study suggests that the attractiveness of TVET can be enhanced by improving the quality of TVET, improving labour market outcomes, and creating a pathway to general education. Overall, this study not only contributes to empirical analyses of socio-economic determinants in TVET demand but also suggests that its findings can be applied not only to South Asian countries but also to other comparable nations with similar cultural ties and affinities. 

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Practical Guide to Machine Learning and Artificial Intelligence in Surgical Education Research

• 1 Department of Surgery, University of Pennsylvania Perelman School of Medicine, Philadelphia
• 2 Department of Computer and Information Science, University of Pennsylvania School of Engineering and Applied Science, Philadelphia
• 3 Centro de Cirugía Experimental y Simulación, Pontifica Universidad Católica, Santiago, Chile
• 4 Department of Biostatistics, Gillings School of Global Public Health, University of North Carolina at Chapel Hill
• 5 Statistical Editor, JAMA Surgery
• Editorial Improving the Integrity of Surgical Education Scholarship Amalia Cochran, MD, MA; Dimitrios Stefanidis, MD, PhD; Melina R. Kibbe, MD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Ethics in Surgical Education Research Michael M. Awad, MD, PhD, MHPE; Amy H. Kaji, MD, PhD; Timothy M. Pawlik, MD, PhD, MTS, MPH, MBA JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Education Program Evaluation Research Marc de Moya, MD; Jason S. Haukoos, MD, MSc; Kamal M. F. Itani, MD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Curricular Development Research Kevin Y. Pei, MD, MHS; Todd A. Schwartz, DrPH; Marja A. Boermeester, MD, PhD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Assessment Tool Development for Surgical Education Research Mohsen M. Shabahang, MD, PhD; Todd A. Schwartz, DrPH; Liane S. Feldman, MD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Experimental and Quasi-Experimental Research in Surgical Education Roy Phitayakorn, MD, MHPE; Todd A. Schwartz, DrPH; Gerard M. Doherty, MD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Pragmatic Clinical Trials in Surgical Education Research Karl Y. Bilimoria, MD, MS; Jason S. Haukoos, MD, MSc; Gerard M. Doherty, MD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Survey Research in Surgical Education Adnan A. Alseidi, MD, EdM; Jason S. Haukoos, MD, MSc; Christian de Virgilio, MD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Common Flaws With Surgical Education Research Dimitrios Stefanidis, MD, PhD; Laura Torbeck, PhD; Amy H. Kaji, MD, PhD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Surgical Simulation Research Aimee K. Gardner, PhD; Amy H. Kaji, MD, PhD; Marja Boermeester, MD, PhD JAMA Surgery
• Guide to Statistics and Methods Practical Guide to Qualitative Research in Surgical Education Gurjit Sandhu, PhD; Amy H. Kaji, MD, PhD; Amalia Cochran, MD, MA JAMA Surgery

Artificial intelligence (AI) is the study of machine intelligence as it relates to perceiving and inferring data, typically with the goal of approximating human performance on tasks. Modern growth in computing power and access to data has raised interest in AI, leading to investigation of its applications to surgery. Machine learning (ML), a subfield of AI, refers to the study of methods and algorithms that use data to improve task performance. With the growth of AI in different applications of medicine, there is growing interest in applying AI methods to surgical education research. While the potential for AI to be used in surgical education is high, current infrastructure and practices on data capture, storage, labeling, and analysis leave much to be desired to allow rigorous research using AI methods. 1 This practical guide provides an overview of important considerations in using AI techniques and tools in surgical education research and offers a framework to ensure that appropriately designed studies meet expectations for methodologic rigor, particularly regarding use of high-quality data that reflect the phenomenon of interest ( Box ).

• Editorial Improving the Integrity of Surgical Education Scholarship JAMA Surgery

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Hashimoto DA , Varas J , Schwartz TA. Practical Guide to Machine Learning and Artificial Intelligence in Surgical Education Research. JAMA Surg. 2024;159(4):455–456. doi:10.1001/jamasurg.2023.6687

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Artificial Intelligence Resource Center

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