Browse Journals and Peer-Reviewed Series

Journal of Inquiry and Action in Education (School of Education)

ISSN 2159-1474

This gallery showcases some of the images that are be found in the 2013 book, "The Best Planned City in the World: Olmsted, Vaux, and the Buffalo Park System," by Buffalo State College's SUNY Distinguished Professor Emeritus, Francis R. Kowsky. Dr. Kowsky's original research and papers were donated to the SUNY Buffalo State, Archives & Special Collections. The department also holds The Frederick Law Olmsted Collection (microfilm).

Welcome to the Journal of Inquiry and Action in Education, an online, peer-reviewed journal seeking to highlight collaborative research undertaken by university faculty and partner school teachers.

Articles are published for spring and winter issues. Submissions for the winter 2023 issue are now closed. The winter issue will be published on 11/19/2023.

Submissions for the spring 2024 issue can be uploaded on 1/1/2024. Submissions will close on 1/31/2024.

Submissions should be designated as contributions to one of the following journal sections:

  1. Applied Theory/P-12 Educational Research: well developed and written case studies, high quality action research projects, and more traditional research methodologies in P-12 settings or education related settings, including professional development activities with teachers.
  2. Collaborative Partnerships/Programs: descriptive studies of collaborative/partnership projects that include evidence/data to highlight project strengths and/or shortcomings.
  3. Promising Practices: descriptive studies of classroom activities, strategies, or various interventions that show promise based on data.
  4. Educational Policy: theory and policy-oriented studies with direct bearing on the P-16 educational endeavor in the United States.

The Exposition (History and Social Studies Education)

The Language and Literacy Spectrum (Elementary Education and Reading)

The Language and Literacy Spectrum is a peer-reviewed journal published annually for the New York State Reading Association membership and available online.

We define literacy broadly to include reading, writing, listening, speaking, viewing, and creating in many different modes and for many different purposes in order to interact with the world.

The readership consists primarily of practicing teachers and literacy specialists. The editors welcome articles focused on classroom practice, research, and theory in literacy. We encourage articles from K-12 practitioners, literacy researchers, and presenters from the NYSRA conference.