Journal of Education for Students Placed at Risk (JESPAR)

期刊简介：The Journal of Education for Students Placed At Risk ( JESPAR ) is the only academic journal to date which provides quantitative, qualitative, or mixed-method research focused exclusively on improving the education of students placed at risk, which are students who are at danger of not succeeding in school due to disadvantaged circumstances. JESPAR prioritizes manuscripts of studies that (1) provide impact evidence of interventions, strategies, or methods to ameliorate risk, or (2) examine innovative schooling structures and school practices that improve the achievement or correlates of achievement of at risk students, or (3) present new models for improving the precision of predicting risk and/or future success in school. The journal is focused on elucidating the malleable factors that, if altered, can change the course of a student’s educational outcomes. The journal does not publish articles that are more suited for special education journals, but it will consider studies in which special education status coexists with disadvantaged circumstances or where students at risk are placed in special education services. JESPAR facilitates communication among all stakeholders--researchers, policymakers, and educators--who are actively involved in furthering academic and other achievements of students placed at risk. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees. About the Journal: The Journal of Education for Students Placed At Risk ( JESPAR ) was founded to assist researchers, policymakers, and practitioners in identifying what programs work to educate elementary and secondary students who are socioeconomically at risk. JESPAR was founded in 1996 at the Johns Hopkins University, Hopkins’s Center for Social Organization of Schools ( CSOS ), and the federally funded Center for Research into the Education of Students Placed At Risk ( CRESPAR ). Sam Stringfield and John H. Hollifield, Jr. were the founding editors and Amanda Datnow and Faustine Jones-Wilson the founding associate editors. Many board members have served throughout JESPAR ’s existence and many with shorter tenures have made substantial contributions. John Nunnery, Martha Mac Iver, Wendy Winters, Coby Meyers, and Emily Rodgers have also served as associate editors, and Cary Berkeley Kaye, Sam Kim, and Kirsten Sundell as assistant or managing editors. After Hollifield’s death in 1999, Stringfield remained as editor until his death in 2016. In 2017, Jerome D’Agostino of The Ohio State University became editor of JESPAR . JESPAR has focused on original research into student outcomes regarding at-risk students in elementary and secondary school, although from time to time it has explored relevant aspects of preschool or college education and has published relevant essays and book reviews. Founding editor Sam Stringfield was particularly proud of the journal’s special issues, including, to name just a few, collections addressing pathways to postsecondary education and Reading Recovery. The editorial teams and boards have shared the belief that effective educational practices and programs exist that make a difference in the lives of students who, for a variety of reasons—racial, economic, family, linguistic, or other—are placed at risk of academic failure. Since its founding, JESPAR has reported on the progress made toward providing all children with a high-quality education and social support.

【译文】《处于危险中的学生教育杂志》( JESPAR ) 是迄今为止唯一一本提供定量、定性或混合方法研究的学术期刊，专门致力于改善处于危险中的学生的教育，这些学生因处境不利而面临在学校无法取得成功的危险。 JESPAR 优先考虑以下研究手稿：(1) 提供改善风险的干预措施、策略或方法的影响证据，或 (2) 检查创新的学校结构和学校实践，以提高高危学生的成绩或成绩的相关性，或 (3) 提出新的模型，以提高预测风险和/或未来在学校的成功的准确性。该杂志的重点是阐明可塑性因素，这些因素如果改变，可能会改变学生的教育成果。该期刊不会发表更适合特殊教育期刊的文章，但会考虑特殊教育状况与弱势环境共存或处于危险中的学生被置于特殊教育服务的研究。 JESPAR 促进所有利益相关者（研究人员、政策制定者和教育工作者）之间的沟通，他们积极参与促进面临风险的学生的学术和其他成就。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选和至少两名匿名审稿人的匿名审稿。关于期刊：《面临风险学生教育期刊》( JESPAR ) 的成立是为了帮助研究人员、政策制定者和从业者确定哪些项目可以教育处于社会经济风险的中小学生。 JESPAR 于 1996 年在约翰霍普金斯大学、霍普金斯学校社会组织中心 ( CSOS ) 和联邦政府资助的处于危险中的学生教育研究中心 ( CRESPAR ) 成立。 Sam Stringfield 和 John H. Hollifield, Jr. 是创始编辑，Amanda Datnow 和 Faustine Jones-Wilson 是创始副编辑。许多董事会成员在 JESPAR 成立期间一直任职，许多任期较短的董事会成员做出了重大贡献。 John Nunnery、Martha Mac Iver、Wendy Winters、Coby Meyers 和 Emily Rodgers 也担任副主编，Cary Berkeley Kaye、Sam Kim 和 Kirsten Sundell 担任助理或总编辑。 1999 年霍利菲尔德去世后，斯特林菲尔德继续担任编辑，直至 2016 年去世。2017 年，俄亥俄州立大学的杰罗姆·达戈斯蒂诺 (Jerome D’Agostino) 成为 JESPAR 的编辑。 JESPAR 专注于对小学和中学高危学生的学生成绩进行原创研究，尽管它不时探索学前或大学教育的相关方面，并发表相关论文和书评。创始编辑萨姆·斯特林菲尔德对该杂志的特刊感到特别自豪，其中包括（仅举几例）探讨高等教育和阅读恢复途径的合集。编辑团队和董事会都相信，有效的教育实践和计划的存在可以改变学生的生活，这些学生由于各种原因（种族、经济、家庭、语言或其他）而面临学业失败的风险。自成立以来，JESPAR 一直报道在为所有儿童提供高质量教育和社会支持方面取得的进展。