January 2024

The editor-in-chief and coeditors of Educational Researcher (ER)—Nicholas A. Bowman, Olusola O. Adesope, Brian P. An, Royel M. Johnson, Angela Urick, and Anjalé D. Welton—have shared their vision for ER during their term (2024–2026) in an Editors’ Introduction, now available open access online. The editors thank the outgoing editorial team and discuss how they plan to uphold the standards of the journal while also continuing to extend its breadth and impact. As a team with purposeful diversity, they aim to use a range of perspectives and methods to inform policy, practice, and the discourse surrounding education, inviting readers’ suggestions, insights, and contributions in the process.

Some of their strategic directions for the journal include the following:

• Continuing to invite high-quality work that addresses critical issues and informs professional and public discussions about education.
   
• Encouraging manuscripts that explore the multiple conceptions and approaches to education research through various approaches in methods and methodologies.
   
• Publishing works representing many orientations—from disciplinary perspectives (e.g., economics, political science, sociology, psychology) to specific areas such as ethnic studies, gender studies, and critical analysis.
   
• Encouraging authors to submit papers that reflect relevant content and topics that have not been as prevalent in ER in the past or that reflect our changing society (e.g., technology and artificial intelligence in education, school violence and safety, student mental health).
   
• Making ER a home for critical examinations of race, gender, social class, sexuality, and disability (among other social identities), along with the intersections among these and their relationship with educational equity.
   
• Inviting consequential education research that challenges deeply entrenched disparities and advocates for just educational practices and policies.

The editors also provide helpful insight into and examples of the different manuscript categories that ER accepts, including feature articles, reviews/essays, briefs, and policy forum pieces.

The introduction will appear in print in the January/February issue of ER.

ER Editorial Team

	Nicholas A. Bowman is the Mary Louise Petersen Chair in Higher Education, a professor of educational policy and leadership studies, a senior research fellow in the Public Policy Center, and Director of the Center for Research on Undergraduate Education at the University of Iowa. His scholarship uses a social psychological lens to explore key topics in higher education, including student success, diversity and equity, rankings, admissions, and quantitative methodology. Bowman’s work has appeared (or is currently in press) in over 100 journal articles, over 25 book chapters, and nearly 150 peer-reviewed conference presentations. This research has been published in various prestigious outlets, including AERA journals.
	Olusola O. Adesope is the Boeing Distinguished Professor of STEM Education and the associate dean for research and external funding in the College of Education at Washington State University. His current research focuses on the investigation of instructional principles and assessments in STEM education, cognitive and pedagogical underpinnings of learning with computer-based multimedia resources, and the use of systematic reviews and meta-analyses for advancing evidence-based practices. Adesope’s scholarship is mostly funded by the National Science Foundation and often appears in top peer-reviewed journals. Adesope has over 150 published journal papers, book chapters, and proceedings.
	Brian P. An is an associate professor of educational policy and leadership studies, as well as faculty affiliate of the Center for Research on Undergraduate Education at the University of Iowa. Before taking his position at Iowa, An was postdoctoral research associate for the Center for Research on Educational Opportunity at the University of Notre Dame. Broadly, An’s research focuses on issues regarding entry into and outcomes within postsecondary education, such as college choice, college access, student persistence, the impact of college on students, and degree attainment. His research has been published in Educational Evaluation and Policy Analysis, Social Science Research, Social Science Journal, and elsewhere.
	Royel M. Johnson is an associate professor of education and social work at the University of Southern California, where he serves as chair of the School of Education’s PhD program. He is also director of the National Assessment of Collegiate Campus Climates at the USC Race and Equity Center and is a faculty member at the Pullias Center for Higher Education. His research critically examines issues of educational access and success for marginalized groups, as well as campus climate and culture change for racial equity. His more than 50 publications appear in outlets like the Journal of Higher Education, the Peabody Journal of Education, and Teachers College Record. In addition, he has edited three books, including Racial Equity on College Campuses: Connecting Research and Practice (SUNY Press).
	Angela Urick is an associate professor in the School of Education, Department of Educational Leadership, at Baylor University. Her research examines school improvement through principal and teacher leadership and school conditions, with the aim of informing policy and addressing student equity and access to learning opportunities. She is best known for her expertise in advanced statistical methods and large databases. This methodological expertise has led to collaborations and leadership across research centers and involvement with externally funded projects. Her research has reached a variety of audiences, scholars, practitioners, and policymakers, through presentations, media, books/book chapters, and peer-reviewed articles in journals such as Educational Administration Quarterly, Education Policy Analysis Archives, Social Science Research, Research in Comparative and International Education, and other outlets.
	Anjalé (AJ) Welton is the Rupple-Bascom Professor of Education and chair of the Department of Educational Leadership and Policy Analysis at the University of Wisconsin, Madison. Her  scholarship examines how educational leaders both dialogue about and address race and racism in their school communities. She is currently engaged in several research-practice partnerships where PK–12 educational leaders use participatory and co-designed research methods to interrogate problems of practice around racial equity in their schools. Her research has been published in AERA Open, Educational Administration Quarterly, Educational Policy, International Journal of Qualitative Studies in Education, and many other leading journals.