Aims and Scope
The journal’s primary focus is on studies of educational leadership and teaching as ways to improve student academic outcomes at the elementary and secondary levels of education. The emphasis of the journal is on empirical research and review study, we also embrace reflection and policy analysis from practitioners. We appreciate traditional and emergent theoretical frameworks and various research methods. International comparative investigations are welcome to the extent they have implications for a broad audience and further promote the inquiry into the problems of the journal’s focus.
The Journal of Learning honors inquiries that:
• contribute to the development of successful school and district leadership models that enhance effective and inclusive public education;
• inform leadership preparation and development;
• inform the ways that school leaders build capacity in teachers and in schools;
• inform the ways that teachers improve classroom instruction for better student outcomes;
• promote the development of leadership models from various cultures, leading to the development of integrated, successful, cross-cultural leadership;
• promote precise instruction and interdisciplinary teaching;
• promote rigour in research synthesis and research methods, and
• inform the discussion, development, implementation and evaluation of the educational policies that are directly or indirectly aimed to improve student learning.
The Journal of Learning is committed to supporting emerging scholars in disseminating and communicating their original research internationally. The Journal promotes theory building, knowledge building, exemplarily leadership for teaching and schooling, as well as effective instruction strategies that improve learning.
As an editorial team, we strive to mobilize this knowledge into schools and classrooms by constructing meaningful and inclusive school improvement frameworks from original scholarship. A special section on Knowledge Mobilization is dedicated to the production of and effective use of knowledge. It is our hope that integrated research findings produced from this journal will provide helpful guides or tips for practitioners to lead and teach.