Focus and Scope
Educational Renaissance provides an interdisciplinary forum among teacher educators at all levels. The focus of the journal is on promising practices, policy, and research in teacher and school administrator preparation. Of particular interest is research on issues surrounding social justice, culturally sustaining pedagogy (CSP), and universal design for learning (UDL) principals - and their application to teacher preparation.
Educational Renaissance publishes four types of articles – Feature Articles, Reviews/Essays/Responses, Case Stories/Studies and Book/Media Reviews.
- Feature articles present important data-based research results of broad significance for the preparation of educators.
- Reviews/Essays/Responses describe new developments related to teacher preparation and may address issues of relevance to the field of education in general. These should be research-based and well referenced.
- Case Stories/Studies describe particular innovative attempts to improve practice or particular situations that may inform the field.
- Book and Media Reviews examine recent works that are likely to be of interest to teacher educators.
Peer Review Process
All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees with expertise in the subject area. While we aim for articles to be reviewed in under 90 days, we do make scheduling accommodations for qualified reviewers when subject matter requires specialized expertise. If you are interested in becoming a reviewer, please contact the editorial team.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. We do not charge any APC's. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership and overall reach of your research.
Educational Renaissance was founded in 2011 to publish research and analyses that advance the exemplary preparation of teachers through university and college commitment to the transformation of education for meeting societal needs. The journal was affiliated with The Renaissance Group until 2019, when the organization “reached an end of its purpose, value, and function.” The journal is currently sponsored by the CSU Open Journals program through the California State University Chancellor's Office.