New Coeditors to Take Helm of All of AERJ
April 2015

AERA is pleased to announce the new coeditor team for the newly integrated American Educational Research Journal (AERJ), beginning July 1. Julianne C. Turner (University of Notre Dame), Mark Berends (University of Notre Dame), James Ladwig (University of Newcastle, Australia), Francesca López (University of Arizona), Sadhana Puntambekar (University of Wisconsin—Madison), and Suzanne Wilson (University of Connecticut) have been appointed as coeditors of the 2016–2018 volume years.

This team will take responsibility for all of AERJ. As set forth in the new mission statement, AERJ publishes the full spectrum of research related to teaching and learning across contexts and levels of analysis.


The team was appointed in April by 2014–2015 AERA President Joyce King. This appointment culminated an extensive search driven by the AERA Journal Publications Committee that is charged with making editorial recommendations to the President. As editors, the Turner et al. team will be responsible for ushering in the newly integrated AERJ, and will begin receiving new manuscripts on July 1, 2015.

AERJ is AERA’s flagship journal, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.

Julianne C. Turner is an associate professor of psychology at the University of Notre Dame.  Professor Turner’s research investigates contextual affordances for learning, motivation, and engagement in school, and has focused on both students and teachers, especially in the areas of math and reading. Recently she has developed professional development interventions for supporting student academic engagement in middle schools. She has just completed a three-year intervention with middle school teachers, focusing on changes in teachers’ understanding of and application of principles of motivation in classroom instruction as related to student engagement.


Mark Berends is a professor of sociology at the University of Notre Dame, where he directs the Center for Research on Educational Opportunity. His research focuses on how school organization and classroom instruction are related to student achievement, with special attention to disadvantaged students and school reforms aimed at improving their educational opportunities. Currently, he is conducting several studies on school choice, including an examination of the Indiana Choice Scholarship Program, parent decision making and satisfaction in a lottery-based study of charter schools, and how in-school enabling conditions and classroom instruction are related to student achievement gains in charter schools and traditional public schools. 

James G. Ladwig is an associate professor at the University of Newcastle, Australia. He is internationally recognized as a leading researcher in school reform, the sociology of education, educational policy and the philosophy of education. Since the late 1990s, Ladwig's research has been specifically designed to have impact on the nature and direction of educational policy and school reform.


Francesca López is an associate professor of educational psychology at the University of Arizona, where she co-directs the Center for Research in Classrooms. Dr. López is an educational psychologist who specializes in exploring how educational settings promote achievement for Latina/o children and youth. She is currently working on a 50-state report card for the Network of Public Education, which examines state policies (charter schools, class size, funding, teacher pay, etc.) and how they are related to students’ outcomes (i.e., reducing achievement gaps).


Sadhana Puntambekar is a professor in the learning sciences program in the educational psychology department at University of Wisconsin–Madison. Her research is in the field of design and use of technology enriched interactive environments in education. Her current research, funded by an early CAREER award from the National Science Foundation, is focused on understanding the cognitive and contextual issues in integrating digital text in middle school science classes.


Suzanne Wilson is a Neag Endowed Professor of Teacher Education at the University of Connecticut where she currently serves as a professor in the curriculum and instruction department. She has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. Her current work concerns exploring various measures of teaching and teachers’ understanding that might be used for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher education and licensure.

The Turner et al. coeditor team will include ten associate editors:
Ying (Alison) Cheng (University of Notre Dame), Jessica DeCuir-Gunby (North Carolina State University), Frank Fischer (Ludwig Maximilians University), Melissa Gresalfi (Vanderbilt University), Eric Grodsky (University of Wisconsin—Madison), Leslie Herrenkohl (University of Washington), Michael Middleton (University of Massachusetts Boston), Morgan Polikoff (University of Southern California), Martin Scanlan (Boston College), and Tina Seidel (Munich Technical University).

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