March 2025
Pamela A. Moss and Louis M. Gomez have been appointed editors for the 2026 and 2028 editions (Volumes 50 and 52) of Review of Research in Education (RRE). AERA President Janelle Scott appointed Drs. Moss and Gomez at the recommendation of the Journal Publications Committee, concluding a process that began in 2024 with a call for nominations, followed by candidate applications and committee deliberations.
RRE, published annually, provides a forum for analytic research reviews on selected education topics of significance to the field. Each volume addresses a topic of broad relevance to education and learning, and publishes articles that critically examine diverse literatures and bodies of knowledge across relevant disciplines and fields. RRE volumes advance the state of the knowledge, promote discussion, and shape directions for future research.
The topics for the 2026 and 2028 volumes are, respectively, “Research Synthesis Methodologies for Heterogenous Bodies of Research” and “Toward Theories of Sustainable Change for Complex Educational Systems.” The Call for Proposals for the 2026 volume will be available in April on the AERA Publications page in April.
“I am thrilled with the appointment of these outstanding and prominent scholars,” said AERA Executive Director Felice J. Levine. “Under their able leadership, the 2026 and 2028 volumes will be groundbreaking with a broad readership, especially with international scholars.”
About the Editors
Pamela Moss is the John Dewey Collegiate Professor of Education in the Marsal Family School of Education at the University of Michigan. Her scholarship engages the critical potential of methodological pluralism in education research: how it is and might be theorized, practiced, taught, supported by organizational and governmental policies, and embedded in the evolving infrastructures through which knowledge is produced and used to orient action in complex educational contexts. Her current research focuses on knowledge infrastructures in education research–dynamic relationships among policies, practices, norms, resources, social structures, and technologies, as well as methodologies, through which knowledge is produced—with particular attention to issues of epistemic justice. Moss is an elected member of the National Academy of Education and a fellow of the American Educational Research Association. She was a member of the joint committee revising the 1999 AERA, APA, NCME Standards for Educational and Psychological Testing and chair of AERA’s Task Force on Standards for Reporting on Empirical Social Science Research in AERA Publications.
Louis M. Gomez is a distinguished professor at School of Education & Information Studies at the University of California, Los Angeles. He is a social scientist dedicated to education improvement and networked learning that enables improvement and transformation. His research and design efforts aim to support school community formation to collaboratively create new teaching, learning, and assessment approaches. With colleagues, he developed, “Design, Educational Engineering, and Development”, an Improvement Science process aimed at catalyzing longer-term, cooperative initiatives that move through repeated cycles of problem diagnosis, design, assessment, and redesign, all organized around high-leverage problems associated with the day-to-day work of teaching and learning in educational institutions. This work has often used state-of-the-art computing and networking technologies to help traditionally underserved schools create high-performance improvement communities. Gomez is an elected member of the National Academy of Education and a fellow of the American Educational Research Association. Gomez was a founding associate editor for AERA Open and has served on the editorial board of other journals, including the Journal of the Learning Sciences.