Journal of Advances in Education

• Volume 1/Number 2 - November 2025
  • Teacher Professional Learning Conditions and Student Achievement in Kentucky High Schools by Kevin F. Hub, Ed.D., and Timothy A. Jansky, Ph.D.
  • Developing Preservice Teachers’ Instructional Readiness Through Mursion Simulation Microteaching: A Qualitative Study by Peter Marti, Ph.D. Candidate and Julie Baisden, Ed.D.
  • Flourishing at Life in a Digital Age: Is Gen Z the Canary? by Julie Powell, Ed.D.
  • Help-Seeking Attitudes and Behaviors of Graduate Psychology Students by Amanda Hannon, Ph.D., Debra Osborn, Ph.D., and Jacob Stamm, Doctoral Student
  • Building a Culture of Wellness to Retain Female Educators: A Qualitative Analysis by Michael Hylen, Ph.D. and Stephanie Castro, Ed.D.
  • Translanguaging in the Leadership Classroom: Fostering an Inclusive Community of Sociocultural Discovery by Michaela C. Parisi, Ph.D.
  • Is There a Pedagogy for Refugee Background Students? A Review of Literature by Rick A. Breault, Ed.D. and Grace H. C. Huang, Ph.D.

• Volume 1/Number 1 - May 2025
  • An Evolution of Research on Online Teaching and Learning: Preparing Preservice Teachers for the Digital Classroom by Samantha Mrstik, Ph.D., Rebecca Cooper, Ph.D., and Joye Cauthen, MLIS
  • Continuing Education Options: A Retention and Recruitment Strategy by Abigail L. Morris, Ed.D. and Stephanie D. Sullivan, Ed.D.
  • The Impact of a Social-Emotional Learning Curriculum on English Language Arts Achievement by Michael Hylen, Ph.D.
  • Student Behavior: Internal Versus External Reinforcement, and Academic Performance by Rachel Hill, Ed.S., Justin Brogan, Ph.D., Sean Simons, Ph.D., and Mardis Dunham, Ph.D.
  • Certified Educators' Perceptions of Math Response to Instruction and Intervention Implementation in Rural Tennessee Middle Schools: A Qualitative Study by Keith Carpenter, Ed.D.
  • An Exploration of Kentucky Superintendents' Experiences with Employment Contract Negotiations by Kevin F. Hub, Ed.D. and Christopher Budano, Ph.D.
  • Book Review:  How to Know a Person:  The Art of Seeing Others Deeply and Being Deeply Seen by David Brooks (Reviewed by Joseph 'Rocky' Wallace, D.SL)

The Journal of Advances in Education gives priority to submissions detailing empirical research projects and book reviews. Consideration will also be given to action research submissions from graduate students and thought pieces from respected scholars. Research can be quantitative, qualitative, or mixed methods of sound design. All research must be accompanied by a review of current and relevant literature as well as contain applicable findings. The audience for the journal includes current and pre-service teachers, school administrators, higher education faculty and administrators, and other scholars. Specific topics within the scope of the journal include…

• P-12 curriculum and instruction
• early childhood education
• special education
• school counseling and psychology
• educational leadership
• topics in higher education

• Dr. Franklin B. Thomas, Editor - Campbellsville University (Kentucky)
• Dr. Debbie Azevedo, Peer Reviewer - University of the Pacific (California)
• Dr. Sharon Hundley, Peer Reviewer - Campbellsville University (Kentucky)
• Dr. Michael Hylen, Peer Reviewer - Anderson University (South Carolina)
• Dr. Elisha Lawrence, Peer Reviewer - Campbellsville University (Kentucky)

Submissions are vetted by the editor to verify that the submission guidelines are met. This is followed by a two-person double anonymous peer review using a list of standards. Both reviewers must conclude that all standards are met before a submission is accepted. The journal does not use AI in peer review or editing processes except for grammar checking.

After submission...

• Average time to be notified if submission guidelines were met (goal is < one week):  3 days
• Average time to be notified if submission is accepted for publication (goal is < one month):  18 days

Open Access Statement...This is an open-access journal, which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.

Licensing...All articles published in The Primary Education Journal distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY), which allows for immediate free access to the work and permits any user to read, download, copy, distribute, print, search or link to the full texts of articles, crawl them for indexing, pass them as data to software or use them for any other lawful purpose even commercially, without asking prior permission from the publisher or the author, provided the original work is properly cited. Under this license author(s) retain copyright, and unrestricted reuse of the content is allowed as long as proper attribution is given to the original author of the manuscript.

Copyright: Authors retain copyright and full publishing rights without any restrictions.

Repository Policy: Submitted version, all working drafts, accepted version, and published version are all securely stored by the publisher. 

Publisher Information: Campbellsville University/1 University Drive; Campbellsville, KY  42718/https://www.campbellsville.edu/Contact person: Dr. Franklin Thomas (jae@campbellsville.edu)