International Journal of Educational Research

International Journal of Educational Research
Title	International Journal of Educational Research
Discipline	University College London; Harvard University; Stanford University
Abbreviation	IJER
Publisher	Elsevier
Country	Netherlands
Frequency	Monthly
History	1979–present
Impact	2.8
Impact-year	2023
Issn	0883-0355

Contents

International Journal of Educational Research The journal is a peer-reviewed periodical publishing empirical and theoretical studies from scholars affiliated with institutions such as University of Oxford, University of Cambridge, Columbia University, University of California, Berkeley, University of Toronto. It attracts submissions from researchers connected to organizations including Organisation for Economic Co-operation and Development, United Nations Educational, Scientific and Cultural Organization, World Bank, European Commission, and National Science Foundation. The journal interfaces with debates involving figures and institutions like Paulo Freire, Jean Piaget, Lev Vygotsky, John Dewey, Jerome Bruner.

History

Established in 1979, the journal emerged amid shifts influenced by policymakers at Organisation for Economic Co-operation and Development meetings, methodological trends promoted at American Educational Research Association conferences, and comparative studies driven by centers such as Institute of Education, University College London and Harvard Graduate School of Education. Early editorial leadership included scholars linked to University of Chicago, McGill University, University of Melbourne, and research networks associated with European Educational Research Association and Comparative and International Education Society. Its development tracked changes following major reports from UNICEF, World Bank Education Sector, and national reviews like Education Reform Act 1988 in the United Kingdom and policy shifts in United States agencies.

The journal covers empirical studies, meta-analyses, randomized trials, case studies, and comparative reviews involving authors from University of Sydney, University of Hong Kong, Peking University, Tsinghua University, National University of Singapore. Indexing and abstracting services include entries in databases curated by Scopus, Web of Science, EBSCOhost, ProQuest, and regional services such as ERIC and China National Knowledge Infrastructure. Cataloging ties connect to libraries like British Library, Library of Congress, Bibliothèque nationale de France and repositories maintained by JSTOR partners. Citations often reference methodological authorities from Cochrane Collaboration, Campbell Collaboration, RAND Corporation, and international assessments like Programme for International Student Assessment and Trends in International Mathematics and Science Study.

Editorial leadership typically includes editors affiliated with King's College London, Yale University, Princeton University, University of Michigan, and University of California, Los Angeles. The board draws reviewers from institutions such as Australian National University, Aarhus University, University of Amsterdam, Leiden University, Free University Amsterdam. Peer review follows procedures aligned with guidance from Committee on Publication Ethics, standards discussed at International Committee of Medical Journal Editors, and workflows similar to those reported at meetings of Association of Learned and Professional Society Publishers. Editorial decisions reflect input from guest editors associated with centers like Center for Global Development and Brookings Institution.

Published on a monthly schedule, the journal issues special collections guest-edited by scholars from University of Edinburgh, University of Glasgow, Sorbonne University, Heidelberg University, and thematic symposia tied to conferences at World Education Forum, British Educational Research Association, and International Sociological Association. Article types include empirical research articles, theoretical essays by contributors from New York University and Duke University, systematic reviews authored by teams at Johns Hopkins University and Imperial College London, policy analyses referencing Department for Education (UK), and methodological notes from labs at Massachusetts Institute of Technology.

Citation metrics cite influence on policymaking dialogues sponsored by United Nations, European Union, African Union, and national ministries such as Ministry of Education (China), U.S. Department of Education, Ministry of Education and Science (Russia). The journal's work is discussed in forums at World Bank Group briefings, think tanks including OECD Directorate for Education and Skills events, and academic awards like the Grawemeyer Award and prizes given by British Academy panels. Scholarly reception engages critiques from researchers at Rutgers University, Ohio State University, University of Illinois Urbana-Champaign, and debates in outlets aligned with Times Higher Education, The Chronicle of Higher Education, and national academies such as Royal Society.

Notable contributions include large-scale comparative studies citing data from Programme for International Student Assessment, longitudinal analyses linked to cohorts studied at National Longitudinal Surveys, and methodological advances building on frameworks from Donald Campbell and Lee Cronbach. Special issues have focused on topics guest-edited by faculty from Stanford Graduate School of Education, Harvard Kennedy School, Moscow State University, and collaborations with projects like Teaching at the Right Level and assessments by Asian Development Bank. Influential articles have been authored by scholars connected to Amartya Sen, Martha Nussbaum, Seymour Papert, Sugata Mitra, and research teams collaborating with Cambridge Assessment.

Category:Academic journals