This article was accepted into the corpus but its outbound wikilinks were never NER-processed — typical at the deepest BFS hop or when the run's entity cap was reached. No expansion funnel to show.
| American Journal of Education | |
|---|---|
| Title | American Journal of Education |
| Discipline | Harvard University, Columbia University, Stanford University |
| Abbreviation | Am. J. Educ. |
| Publisher | University of Michigan, Johns Hopkins University Press, Cambridge University Press |
| Country | United States |
| Frequency | Quarterly |
| History | 1886–present |
American Journal of Education The American Journal of Education is a peer-reviewed scholarly periodical that publishes research on learning, policy, curriculum, and practice with an emphasis on empirical and theoretical contributions. Founded in the late nineteenth century, it has published work by and about scholars associated with institutions such as Harvard University, Columbia University, University of Chicago, Stanford University, and Yale University. The journal has engaged readers across networks including American Educational Research Association, National Academy of Education, Carnegie Foundation for the Advancement of Teaching, Spencer Foundation, and Bill & Melinda Gates Foundation.
The journal originated during a period marked by intellectual activity at Princeton University, Johns Hopkins University, Cornell University, University of Pennsylvania, and Balliol College. Early contributors included figures connected to Horace Mann, John Dewey, William James, G. Stanley Hall, and institutions like Teachers College, Columbia University and Brookings Institution. Throughout the twentieth century the journal intersected with movements centered at Chicago School (sociology), Columbia University Teachers College, University of California, Berkeley, University of Michigan School of Education, and University of Wisconsin–Madison. Editorial shifts reflected debates tied to the Progressive Era, New Deal, Brown v. Board of Education, Civil Rights Movement, and legislation such as the Elementary and Secondary Education Act of 1965 and the No Child Left Behind Act. Later decades saw contributions linked to scholars from Princeton’s Woodrow Wilson School, MIT, University of Texas at Austin, University of California, Los Angeles, Pennsylvania State University, University of Florida, and Ohio State University.
The journal covers empirical studies and theoretical analyses connected to practice and policy in settings involving Kensington, Philadelphia, Chicago Public Schools, Los Angeles Unified School District, New York City Department of Education, and Boston Public Schools. Substantive areas include research tied to figures and movements such as Jean Piaget, Lev Vygotsky, B.F. Skinner, Jerome Bruner, Howard Gardner, and Paulo Freire, and to institutions like UNESCO, OECD, World Bank, and United Nations Educational, Scientific and Cultural Organization. Topics often relate to comparative studies referencing systems in England, France, Germany, China, Japan, India, and Finland, and draw methodological influence from traditions associated with Max Weber, Émile Durkheim, Pierre Bourdieu, Michel Foucault, and Jürgen Habermas.
Editors have been drawn from faculties at Harvard Graduate School of Education, Columbia University Teachers College, Stanford Graduate School of Education, University of Michigan, University of Pennsylvania Graduate School of Education, Northwestern University, Duke University, and University of California, Berkeley. The peer-review process incorporates reviewers affiliated with organizations such as American Educational Research Association, Association for Supervision and Curriculum Development, National Education Association, Council for Exceptional Children, and International Society for Technology in Education. Editorial boards have included scholars connected to awards like the Guggenheim Fellowship, MacArthur Fellowship, Pulitzer Prize, National Medal of Science, and institutions such as Royal Society fellows and members of the National Academy of Sciences.
The journal is published on a quarterly schedule by academic presses associated with Johns Hopkins University Press, Cambridge University Press, and historically with University of Chicago Press and Oxford University Press. Libraries and consortia such as HathiTrust, JSTOR, Project MUSE, ProQuest, and EBSCOhost provide archival access; rights and licensing interact with organizations including Creative Commons and Copyright Clearance Center. Subscription and distribution touch markets in regions including North America, Europe, Africa, Asia, and Latin America through vendors like Ingram Content Group and Oxford Bookstore.
Abstracting and indexing services include listings in databases associated with Scopus, Web of Science, Education Resources Information Center, ERIC, PsycINFO, Social Science Citation Index, Arts & Humanities Citation Index, and Google Scholar. Metrics are reported through platforms and entities such as Clarivate, Elsevier, CrossRef, DOI Foundation, and ORCID. Institutional repositories at Harvard DASH, MIT DSpace, CaltechAUTHORS, University of Michigan Deep Blue, and Yale EliScholar also mirror content.
Scholarly reception has cited the journal in work by researchers at Harvard University, Stanford University, University of Chicago, Princeton University, and Yale University, and in policy reports by OECD, World Bank, UNESCO, Brookings Institution, and RAND Corporation. Impact indicators have been compared with publications like Educational Researcher, Review of Educational Research, Teachers College Record, Journal of Educational Psychology, and Sociology of Education. Debates around influence have intersected with controversies involving No Child Left Behind Act, Every Student Succeeds Act, standardized testing advocates, and critiques from scholars aligned with Critical Pedagogy and figures such as bell hooks and Henry Giroux.
The journal has published influential articles and themed issues addressing topics connected to scholars and events such as John Dewey, Paulo Freire, Brown v. Board of Education, Coleman Report, Head Start, PISA, TIMSS, Sputnik crisis, Civil Rights Act of 1964, Individuals with Disabilities Education Act, and curricular reforms linked to Common Core State Standards Initiative. Special issues have convened contributors from Teachers College, Columbia University, Harvard Graduate School of Education, Stanford Graduate School of Education, University of California, Berkeley, and University of Michigan to examine intersections with research traditions associated with Pierre Bourdieu, Antonio Gramsci, Judith Butler, Cornel West, and Martha Nussbaum.
Category:Academic journals