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

ISSN 2159-1474

Welcome to the Journal of Inquiry and Action in Education

The Journal of Inquiry and Action in Education is an online, peer-reviewed publication dedicated to showcasing collaborative research between university faculty and partner school teachers. We publish articles on a continuous basis, releasing them as soon as they are peer-reviewed, revised, and accepted. This rolling publication model ensures timely dissemination of high-quality research, allowing authors to share their work promptly and readers to access the latest insights in education.

Submissions

We welcome submissions year-round for the following sections:

• Applied Theory/P-12 Educational Research: Well-developed case studies, high-quality action research projects, and traditional research methodologies in P-12 settings or education-related contexts, including professional development with teachers.
• Collaborative Partnerships/Programs: Descriptive studies of collaborative or partnership projects, including evidence/data to highlight strengths and/or shortcomings.
• Promising Practices: Descriptive studies of classroom activities, strategies, or interventions that demonstrate promise based on data.
• Educational Policy: Theory and policy-oriented studies with direct relevance to the P-16 educational endeavor in the United States.

Please review the submission agreement carefully before submitting your work.

Journal of Thematic Instruction

The Journal of Thematic Instruction (JTI) provides a forum to share high quality articles about the impact of popular culture thematic instruction on student and instructor beliefs, experiences, and performance across disciplines.

See the Aims and Scope for a complete coverage of the journal.

The Exposition (History and Social Studies Education)

The Language and Literacy Spectrum (SUNY Cortland Literacy Department)

ISSN 2993-6330

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.