South Asian Dance Intersections
South Asian Dance Intersections is a progressive, scholarly, blind peer-reviewed, and open-access journal which seeks to publish a unique blend of original high-quality research in scholarly, choreographic, contemporary, community-building, and technical explorations within South Asian dance and its interdisciplinary intersections. It seeks to publish policy, theory, and practice articles, reflection essays, book and resource reviews, and arts-based works related to all aspects of dance appreciation in South Asian performing arts in both discursive and embodied contexts. It desires to make connections between the verbal and performative in live-performance, pedagogy, and creative interpretations. It also provides a forum for the social activist scholar and artist to use writing and other forms of representation as vehicles for ventures at the intersection of artistic excellence and social justice. Submissions undergo a peer-review process. There are no author fees.
UNC Charlotte Undergraduate Research Journal
The University of North Carolina at Charlotte Undergraduate Research Journal is an open-access and peer reviewed journal of scholarly work conducted by undergraduate students. The goals of this journal are to: 1) provide a platform through which undergraduate students who conduct novel research at the University of North Carolina at Charlotte may publish their work, 2) allow students on the review board to experience the peer review process, and 3) share research that is conducted at the University of North Carolina at Charlotte with the Charlotte community and beyond. Manuscripts undergo a rigorous review process by a board of student and faculty reviewers. This journal accepts scholarly work from multiple disciplines.
Teaching for Excellence and Equity in Mathematics
Teaching for Excellence and Equity in Mathematics (TEEM) aims to engage mathematics education topics involving excellence and equity simultaneously (rather than either in isolation) in a way that connects research to classroom practice and can directly inform the practice of teachers or professional developers. The articles in TEEM must align with the mission of TODOS: “to advocate for an equitable and high quality mathematics education for all students -- in particular, Latina/o students.” The journal defines equity broadly, including (but not limited to) issues of language, gender, ethnicity, race, culture, and accessibility. TEEM welcomes contributions from diverse viewpoints and stakeholders, including: teachers, teacher-leaders, administrators, professional developers, teacher preparation faculty, etc.
Dialogues in Social Justice: An Adult Education Journal
Dialogues in Social Justice: An Adult Education Journal (DSJ) (ISSN 2578-2029) is a scholarly, blind peer-reviewed, open-access journal which seeks to publish a unique blend of original high-quality research, policy, theory, and practice articles, reflection essays, book reviews, and resource (curriculum guides, sample lessons, innovative pedagogy) reviews, and arts-based works related to all aspects of social justice in the field of adult, continuing, and adult higher education. DSJ desires to make connections between the study and practice of social justice education from its historical and global roots in adult education to contemporary social justice research and practice. Submissions undergo a peer-review process. There are no author fees.
Journal of Applied Educational and Policy Research
The Journal of Applied Educational and Policy Research (JAEPR) is a peer-reviewed, scholarly, open-access journal of the Center for Educational Measurement and Evaluation at the University of North Carolina at Charlotte in partnership with the North Carolina Association for Researchers in Education (NCARE). All submissions undergo a rigorous peer-review process by members of the editorial staff, editorial board, and invited reviewers. There are no author fees. JAEPR accepts manuscripts of original research, application of educational research methodology, and commentaries on policy analysis. Articles for the Research section report the results of empirical studies that focus on relevant educational policy-related topics. Articles for the Methods Forum section outline unique applications of educational research and evaluation methods. Articles for the Policy Forum section explore topics relevant to educational policy at the local, state, and national levels.
HS Dialog: The Research to Practice Journal for the Early Childhood Field
The mission of HS Dialog: The Research-to-Practice Journal for the Early Childhood Field is to: a) offer a quality outlet for research results to the Head Start and broader early childhood community, b) ensure that research results are effectively translated for practice and policy, and c) provide a forum for communication between researchers and practitioners. This journal is a publication of the Center for Educational Measurement and Evaluation (CEME) at the University of North Carolina at Charlotte.
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The Undergraduate Journal of Psychology
The purpose of the Undergraduate Journal of Psychology (UJOP) is simple: Encourage, support, and facilitate engagement in science and disseminate exceptional undergraduate research.
UJOP is a refereed, open-access journal, open to undergraduate students across the U.S. and around the globe. The journal is dedicated to publishing original, student-authored manuscripts. With nearly 30 volumes published since 1987, the Undergraduate Journal of Psychology (UJOP) is the oldest scholarly-reviewed undergraduate journal of Psychology in the U.S.
Urban Education Research & Policy Annuals
The Urban Education Research & Policy Annuals (UERPA) is a graduate student journal that is published annually by the Urban Education Collaborative at the University of North Carolina at Charlotte. This double-blind peer reviewed journal will consist of empirical and theoretical research written by masters and doctoral-level students in the areas related to urban education. The UERPA includes original articles, brief reports, and book reviews in the areas of educational reform, educational equity for underrepresented groups, racially diverse perspectives, multiculturalism, teacher education models, student achievement, urban school populations, and academic and social needs for urban students. Articles on other topics will be accepted if they have a clear relationship to research, policy, or practice in urban education.
Chief Editor: Dr. Chance Lewis, Belk Distinguished Professor and Endowed Chair of Urban Education, UNC Charlotte