期刊名称：REVIEW OF EDUCATIONAL RESEARCH ISSN： 0034-6543 出版频率： Quarterly 出版社： SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 91320 期刊网址： http://www.aera.net/publications/?id=319 影响因子： 5.235(2015年) 3.897(2014年) 5(2013年) 4.229 (2012年) 3.169(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 Review of Educational Research (RER) is a forum for reviews of previously published work in a field that is populated by scholars from diverse traditions. Because of the increasing complexity of issues facing education and the varied perspectives that can be used to examine them, it is important that we develop tools that help scholars, policymakers, and others to make decisions and take action. We believe a review is this kind of a tool. Instructions to Authors As of July 1, 2006 Review of Educational Research  began accepting submissions through AERA's OJS system. Read more   A review is not the definitive answer on an educational topic. It is a compilation of perspectives taken by individuals on issues and, as such, is much enriched by multiple viewpoints. For this reason, we invite scholars from all areas addressing questions of educational interest to submit work that integrates, analyzes, and critiques educational literature and theories. It is only through broadly based multidisciplinary work that we can hope to provide the kinds of support that those working in education need to meet the challenges they encounter today. RER welcomes work that allows us to see research in new ways. We seek manuscripts that do more than describe a body of literature¡ªwe look for reviews that critically analyze the theories, methods, and perspectives represented by a field. All reviews are situated in their own frameworks and, for a review to be complete, this framework must be acknowledged and critiqued. Among the types of manuscripts we seek are the following: Integrative reviews pull together the existing work on an educational topic and work to understand trends in that body of scholarship. In such a review, the author describes how the issue is conceptualized within the literature, how research methods and theories have shaped the outcomes of scholarship, and what the strengths and weaknesses of the literature are. Meta-analyses are of particular interest when they are accompanied by an interpretive framework that takes the article beyond the reporting of effect sizes and the bibliographic outcome of a computer search. Theoretical reviews should explore how theory shapes research. To the extent that research is cited and interpreted, it is in the service of the specification, explication, and illumination of a theory. Theoretical reviews and integrative reviews have many similarities, but the former are primarily about how a theory is employed to frame research and our understandings, and refer to the research as it relates to the theory. Methodological reviews are descriptions of research design, methods, and procedures that can be employed in literature reviews or research in general. The articles should highlight the strengths and weaknesses of methodological tools and explore how methods constrain or open up opportunities for learning about educational problems. They should be written in a style that is accessible to researchers in education rather than methodologists. Historical reviews provide analyses that situate literature in historical contexts. Within these reviews, explanations for educational phenomena are framed within the historical forces that shape language and understanding. Commissioned reviews and thematic issues. The editors may commission and solicit authors to review areas of literature. In all other respects, commissioned reviews are subject to the same review process as submitted reviews. The editors also encourage readers to propose thematic topics for special issues and, as potential guest editors, to submit plans for such issues. In addition to review articles, RER will occasionally publish notes and responses which are short pieces of no more than 1,200 words on any topic that would be of use to reviewers of research. Typically, they point out shortcomings and differences in interpretation in RER articles and policy. The standards and criteria for review articles in RER are the following: Quality of the Literature. Standards used to determine quality of literature in education vary greatly. Any review needs to take into account the quality of the literature and its impact on findings. Authors should attempt to review all relevant literature on a topic (e.g., international literature, cross-disciplinary work, etc.). Quality of Analysis. The review should go beyond description to include analysis and critiques of theories, methods, and conclusions represented in the literature. This analysis should also examine the issue of access¡ªwhich perspectives are included or excluded in a body of work? Finally, the analysis should be reflexive¡ªhow does the scholars' framework constrain what can be known in this review? Significance of the Topic. The review should seek to inform and/or illuminate questions important to the field of education. While these questions may be broad-based, they should have implications for the educational problems and issues affecting our national and global societies. Impact of the Article. The review should be seen as an important contribution and tool for the many different educators dealing with the educational problems and issues confronting society. Advancement of the Field. The review should validate or inform the knowledge of researchers and guide and improve the quality of their research and scholarship. Brevity. The review should be brief. It does not necessarily have to be short, but it should use no more words than necessary to answer the question posed in the review. Style. The review must be well written and conform to style of the Publication Manual of the American Psychological Association (5th edition). Authors should avoid the use of unexplained jargon and parochialism. Balance and Fairness. The review should be careful not to misrepresent the positions taken by others, or be disrespectful of contrary positions. Purpose. Any review should be accessible to the broad readership of RER. The purpose of any article should be to connect the particular problem addressed by the researcher(s) to a larger context of education. Editorial Board Joyce E. King Department of Educational Policy Studies Georgia State University P.O. Box 3977 Atlanta, GA 30302-3977 WORK: (404) 651-3158 FAX: (404) 629-0132 REREditors@aera.net Beverly Gordon Ohio State University 1945 North High Street Columbus, OH 43210 WORK: (614) 688-4259 FAX: (614) 292-7900 REREditors@aera.net