Elementary and Reading Education

Early Childhood Research Quarterly (ECRQ) publishes research on early childhood education and development from birth through 8 years of age. ECRQ publishes only empirical research (quantitative or mixed methods) on issues of interest to early childhood development, theory, and educational practice.

Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend theory, research, and practice; descriptions of outstanding early childhood programs worldwide; as well as quantitative, qualitative, and mixed-methods research.

The Journal of Literacy Research (JLR) is a peer-reviewed journal that has contributed to the advancement research related to literacy and literacy education for over 50 years. JLR is a forum for sharing innovative research and pedagogy that considers a broad range of topics encompassing instruction and assessment, policy development, understandings of literacies, and relationships of ideology and knowledge. JLR particularly encourages papers that disrupt traditional notions of literacy and literacy instruction.

The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.

The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.

The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for more than one hundred years. ESJ publishes peer-reviewed articles that pertain to 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.

Reading Research Quarterly is the leading global journal offering multidisciplinary scholarship on literacy among learners of all ages, including the latest research studies (methods, results, effects, findings, and implications).

As an official journal of the National Council of Teachers of Mathematics, Mathematics Teacher was devoted to improving mathematics instruction from grades 8–14 and supporting teacher education programs. It provided a forum for sharing activities and pedagogical strategies, deepening understanding of mathematical ideas, and linking mathematics education research to practice.