May 3, 2012
The editorial staff of the American Journal of Education
is pleased to announce the launch of the AJE
), a companion website to the journal designed to foster a conversation on emerging and enduring issues in education.
One goal of the forum is to make research published in the journal more accessible by focusing on its practical applications and ramifications. “We see the forum as an opportunity to engage our readers in a dialogue about the research we publish,” said Gerald LeTendre, editor of the American Journal of Education. “We encourage educators, researchers, students, and policy-makers—anyone interested in the crucial issues in education—to join the conversation.”
Administered by a board of graduate students from the Penn State College of Education, the AJE Forum features an opinion section with original, provocative thought pieces by student board members and others, a features section that includes more extensive original pieces, interviews with established and emerging scholars, and a highlights section drawing directly from past and present AJE articles.
The journal has also started a Facebook page (https://www.facebook.com/AJEForum
) and a Twitter account (@AJEForum) to help keep readers up to date with journal and forum news, as well as news from the education world at large.
"It has been so exciting to see the AJE Forum come to fruition. We hope it will continue to grow into a web destination in its own right, as well as giving us a way to deepen discussion of the topics and articles in AJE. We want to engage scholars across the field, but just as much, hope that we might reach the curious parent or the concerned citizen," said Emily Hodge, a student editorial board member.
Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.
Editor Gerald LeTendre is a professor of education and international affairs at Penn State, and the head of the Education Policy Studies Department.