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New Editor Team to Take Helm of AERJ
 
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May 2019

AERA has just announced the new editor team for the American Educational Research Journal (AERJ) for the 2020–2022 volume years. Ellen Goldring (Vanderbilt University) has been appointed as editor-in-chief, and Michael Cunningham (Tulane University), Sean Kelly (University of Pittsburgh), Madeline Mavrogordato (Michigan State University), and Peter Youngs (University of Virginia) will serve as coeditors.

The team was appointed by 2018–2019 AERA President Amy Stuart Wells. This appointment culminated an extensive search driven by the AERA Journal Publications Committee, which is charged with making editorial recommendations to the president. As editors, Goldring et al. will begin receiving new manuscripts on July 1, 2019.

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.

Ellen Goldring is Patricia and Rodes Hart Professor of Leadership, Policy and Organizations, Peabody College, Vanderbilt University. Her research interests focus on the intersection of education policy and school improvement, with particular emphases on urban school district and education leadership. An AERA Fellow and past vice president of AERA's Division L (Educational Policy and Politics), Goldring studies leadership practice, and the implementation and effects of interventions such as professional development, coaching, and performance feedback. She is the recipient of the Roald F. Campbell Lifetime Achievement Award from the University Council for Educational Administration.

Michael Cunningham is a professor in the Department of Psychology with a joint appointment in the Africana Studies undergraduate program at Tulane University. He also serves as an associate provost for graduate studies and research in Tulane's Office of Academic Affairs. As a developmental psychologist, Cunningham's research focuses on racial, ethnic, psychosocial, and socioeconomic processes that affect psychological well‐being, adjustment to chronic stressful events, and academic achievement among African American adolescents and their families. He is currently studying gender‐specific patterns of resilience and vulnerability in urban African American participants. He has published over 50 peer-reviewed articles and book chapters on these topics.

Sean Kelly is a professor and director of PhD studies in the Department of Administrative and Policy Studies at the University of Pittsburgh. Kelly studies the social organization of schools, student engagement, and teacher effectiveness. On these topics he has published more than 60 peer-reviewed scholarly articles and book chapters in a wide array of top-tier journals, including Educational Researcher and AERJ. His research has received some of the most prestigious awards in education, including the Spencer Foundation’s Exemplary Dissertation Award and the Exemplary Research in Teaching and Teacher Education award from AERA’s Division K.

Madeline Mavrogordato is an associate professor of K–12 educational administration (with tenure) in the College of Education at Michigan State University. Her research investigates how education policies shape outcomes for underserved student populations, particularly immigrants and English learners. Mavrogordato also studies how to develop and support effective school leaders to serve students from diverse backgrounds. She draws from a robust methodological repertoire to investigate research questions using quantitative, qualitative, and mixed methods approaches. She received Division L’s Outstanding Dissertation Award in 2013.

Peter Youngs is a professor in the Department of Curriculum, Instruction and Special Education at the University of Virginia. He has published extensively on teacher quality, educational leadership, and school reform and has pioneered the use of innovative research methods, including social network analysis and the experience sampling method, in the area of beginning teacher induction. Collectively, his studies have appeared in numerous journals that focus on teacher quality, leadership, and school reform, including Educational Evaluation and Policy Analysis (EEPA), Educational Researcher, and Review of Educational Research. Previously, Young served as coeditor of EEPA (2016–2018).

 
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