The Neag School of Education Journal is an editor-reviewed, open-access, annual journal founded and run by graduate students and published through the Neag School of Education at the University of Connecticut. Its primary purpose is to offer a platform for graduate students to share their research and knowledge with academic communities, to broaden and deepen the literature of education, as written and experienced by graduate and doctoral students, as well as early-career scholars.
The Neag School of Education Journal highlights the strongest, most robust student and early-career work from a broad range of disciplines such as educational psychology, curriculum and instruction, teacher education, as well as educational leadership.
Of particular interest are pieces providing reflection on student experience with their research processes and manuscripts showcasing research in the preliminary stages. The journal offers students and early-career scholars the chance to publish work through diverse types of academic writing including, but not limited to, research articles (e.g., qualitative and quantitative research), essays, literature review, as well as personal experience and reflective pieces.
Aligning with the mission of its governing institution, the Neag School of Education Journal places significance on pieces seeking to improve education and social systems in order to facilitate increasingly effective, equitable, and socially just practices for educators and practitioners from a variety of fields, perspectives, and theoretical lenses as they serve their local communities. Reflections are also sought after to foster relations and collaboration amongst graduate students and their colleagues, to pass along wisdom, innovation, and creativity in pursuit of fostering a graduate community rooted in rigorous and intentional research design and practices. The journal’s open access ensures it as a source for current and future practitioners.