期刊名称：ELEMENTARY SCHOOL JOURNAL ISSN： 0013-5984 出版频率： Quarterly 出版社： UNIV CHICAGO PRESS, 1427 E 60TH ST, CHICAGO, USA, IL, 60637-2954   出版社网址： http://www.journals.uchicago.edu/ 期刊网址： http://www.journals.uchicago.edu/ESJ/home.html 影响因子： 1.04(2015年) 1.083(2014年) 1.111(2013年) 1.203 (2012年) 1.172(2011年) 主题范畴： EDUCATION & EDUCATIONAL RESEARCH 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling. 标题历史记录详细信息 Former titles (until 1914): The Elementary School Teacher (美国) (1545-5858) (until 1902): The Elementary School Teacher and Course of Study (美国) (1545-5904) (until 1901): The Course of Study (美国) (1545-5890) Instructions to Authors The Elementary School Journal (ESJ) is a forum for disciplined inquiry into issues that affect the quality of education. For more than 100 years, ESJ has served researchers, teacher-educators, and practitioners interested in education in the elementary and middle grades. Over the years, articles appearing in ESJ have included high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies. ESJ publishes peer-reviewed research articles dealing with theory and empirical data that probe important questions of relevance to elementary and middle grades learning and teaching. In addition, ESJ presents articles that relate learning and teaching to theoretical and empirical advances in closely related disciplinary fields such as anthropology, child development, cognitive psychology, linguistics, or sociology. ESJ does not publish articles that have appeared elsewhere, nor does it consider for publication manuscripts that have been concurrently submitted to or are already under consideration for publication in other journals.  The editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews and theoretical analyses. Articles accepted for publication in ESJ must address an important question concerning education in the elementary or middle grades, use research methods appropriate to investigate the question, and be written in a manner that is clear, concise, and coherent.  An accepted manuscript must be of interest to ESJ readers and make significant contributions to the field. The study should address a significant question that is linked to relevant theory and related research; the study design should be sound, and the research methods must be appropriate for answering the research question; conclusions should be warranted by an explicit chain of reasoning in the manuscript. Peer-review process After a manuscript is submitted to ESJ, the editor first checks to see if it is within the journal's domain of interests and meets the journal's requirements for style and quality. If the manuscript is not appropriate for ESJ, it is returned to the author without further consideration. If the manuscript is within the journal's domain but does not meet its requirements for style or quality, the manuscript may be returned to the author for revision before processing can continue. If a manuscript is deemed eligible for review and evaluation, the editor sends the author notification that the manuscript has been received and is being processed for review, and an evaluation is requested from at least two reviewers. Reviewers are chosen for their scholarship and expertise relative to various aspects of the paper. ESJ uses a double-blind review. When the reviewers' evaluations have been received, the editor notifies the author of the decision to do one of the following: accept the manuscript for publication in ESJ, usually conditional upon some revision by the author express willingness to reconsider the manuscript following substantial revision by the author and further evaluation by reviewers reject the manuscript   The editor communicates the decision to the author, including suggestions for a revision or an indication of the reasons for a rejection. Authors also receive copies of the reviewers’ comments and recommendations. The ESJ editorial office attempts to process manuscripts expeditiously. The goal is to complete the reviewing process within four months. Occasionally, a longer time is required. Manuscript submission and preparation To submit your manuscript for publication consideration, please use ESJ's Editorial Manager system at http://esj.edmgr.com. All submissions should include an abstract of no more than 150 words, a cover page (with the title only, no authors’ names or institutional affiliations), and a completely blinded version of the manuscript. Submissions should be no more than 45 manuscript pages in length (including the article’s text, reference list, appendices, tables, and figures), unless there are extenuating circumstances, in which case please contact the journal office before submitting. Manuscripts must be prepared following the guidelines given in the Publication Manual of the American Psychological Association (6th ed.), including the reference style (APA Order Dept., P.O. Box 92984, Washington, DC 20090-2984; e-mail: order@apa.org). Manuscripts (including quotations, footnotes, references, and figure legends) should be submitted as a double-spaced Microsoft Word document. The first page of the manuscript should include the title of the manuscript but not the authors’ names or institutional affiliations. Authors should make every effort to see that the manuscript (both initial submissions and revised manuscripts) contains no clues to their identities. However, this does not preclude authors from citing their own works. Instead, the anonymous review system dictates that authors cite their works in a manner that does not make explicit their identity.  Acceptable: “Smith (1999) has argued that . . .”  Acceptable: “Some scholars have argued in the past that . . . (e.g., Smith, 1999; Johnson, 2001)”  Unacceptable: “As we have argued elsewhere (Smith, 1999), . . .”  Unacceptable: “In a previous study (Smith, 1999), I argued that . . .”  Conflicts of interest Any potential conflict of interest should be disclosed to the editors or included in an authors’ note. Footnotes Footnotes should be numbered consecutively and placed on a separate page titled "Notes" following the text. Any general note about the manuscript (acknowledgments, grants, etc.) should be unnumbered and should precede numbered notes. Footnotes should be kept to a minimum; the most important information should be presented in the text. Tables Each table should begin on a separate page. Use no vertical rules and no leaders anywhere. Number tables consecutively as they appear in text, and place them after the References. Footnotes to a table should be placed at the bottom of the table and cited by the symbols a, b, c, and so on. For further details about preparing tables, please see http://www.press.uchicago.edu/infoServices/prep-table.html Figures Figures must be numbered consecutively according to their appearance in text. Figure legends should be on a separate page and placed at the end of the manuscript with figures. For further details about preparing figures, please see  http://www.press.uchicago.edu/infoServices/prep-art.html Editorial Board Editor in Chief Russell Gersten, Instructional Research Group Editors Stephanie Al Otaiba, Southern Methodist University Scott Baker, University of Oregon Madhavi Jayanthi, Instructional Research Group Keith Smolkowski, Oregon Research Institute Jon Star, Harvard University Managing Editor Greg Scherban Editorial Review Board Jill Allor, Southern Methodist University Pat Ashton, University of Florida Arthur Baroody, University of Illinois at Urbana-Champaign Gina Biancarosa, University of Oregon Geoffrey Borman, University of Wisconsin Catherine Bradshaw, Johns Hopkins University Lee Branum-Martin, University of Houston Jan Bulgren, University of Kansas Heidi Carlone, University of North Carolina, Greensboro Charalambos Charalambous, University of Cyprus Ben  Clarke, University of Oregon Penny Collins, University of California, Irvine Carol Connor, Florida State University Kai Cortina, University of Michigan Phoebe Cottingham, Institute of Education Sciences (Emerita) Michael  Coyne, University of Connecticut Karen Diamond, Purdue University Joseph  Dimino, Instructional Research Group Nell Duke, Michigan State University Mark Dynarski, Pemberton Research Hank Fien, University of Oregon Robert Floden, Michigan State University Doug Fuchs, Vanderbilt University Lynn Fuchs, Vanderbilt University Esther Geva, University of Toronto Melissa Gilbert, Santa Clara Claude Goldenberg, Stanford University Doug Harris, Tulane University Jim Hiebert, University of Delaware Heather Hill, Harvard University Annemarie Hindman, Temple University Robert Jimenez , Vanderbilt University Nathan Jones, Educational Testing Service Kirsten Kainz, Strategic Education Research Partnership Carol Anne Kardash, University of Nevada, Las Vegas Ben Kelcey, Wayne State University Michael Kieffer, Teachers College Janette Klingner, University of Colorado at Boulder Okhee Lee, New York University Chris Lemons, University of Pittsburgh Sylvia Linan-Thompson, University of Texas at Austin Christopher Lonigan, Florida State University Dan McCaffrey, RAND Margaret McKeown, University of Pittsburgh Rebecca Newman-Gonchar, Instructional Research Group Kristie Newton, Temple University Natalie Olinghouse, University of Connecticut Randy Penfield, University of Miami Geoffrey Phelps, University of Michigan Shayne Piasta, The Ohio State University Therese Pigott, Loyola University Chicago Patrick Proctor, Boston College John Sabatini, Educational Testing Service Mary Schleppegrell, University of Michigan Jeffrey Shih, University of Nevada, Las Vegas Rebecca Silverman, University of Maryland Deborah Simmons, Texas A & M Mengli Song, American Institutes for Research James Spillane, Northwestern University Gabriel Stylianides, Oxford University Amanda Sullivan, University of Minnesota William Therrien, University of Iowa Herb Turner, Analytica Inc. Kristin Umland, University of New Mexico Rose Vukovic, New York University Sharon Walpole, University of Delaware Jeannie Wanzek, Florida State University Joanna  Williams, Teachers College John  Woodward, University of Puget Sound Rebecca Zumeta, American Institutes for Research   CONTACT EDITORIAL OFFICE Email: esj@press.uchicago.edu Telephone: 734.531.6370 Send all postal correspondence to: The Elementary School Journal Attn: Gordon Rudy The University of Chicago Press 1427 East 60th Street Chicago IL 60637 USA Authors please