Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education.
AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it.
AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.
AEPR respects scholarship and research, but these alone do not constitute policy content. Policy analysis often involves educated opinion about the meanings of ideas, events, decisions, decision-making frameworks, and educational content, such as the following:
gathering and interpreting information about simple or complex issues in order to suggest what should be done;
taking a body of research or scholarship and exploring its ramifications;
focusing on decisions in process or decisions already made, explaining agreement or disagreement or developing a list of potential promises and pitfalls.
Arts Education Policy Review also considers book reviews of new books which focus on policy and arts education.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106
Journal metrics
Usage
79K annual downloads/views
Citation metrics
2.9 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.750 (2023) SNIP
0.747 (2023) SJR
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
EDITOR-IN-CHIEF Kenneth Elpus - University of Maryland
EXECUTIVE EDITORS Alexis TruittAmerican Alliance for Theatre and Education (AATE) Mario R. RosseroNational Art Education Association (NAEA) Chris WoodsideNational Association for Music Education (NAfME) Susan McGreevy-Nichols National Dance Education Organization (NDEO)
PAST EDITOR-IN-CHIEF Colleen Conway - University of Michigan
EDITORIAL BOARD Carla E. Aguilar -Metropolitan State University José Luis Aróstegui Plaza -University of Granada, Spain Jacob Berglin-Western Michigan University Cara Bernard -University of Connecticut Joy Bertling -University of Tennessee-Knoxville Tina Beveridge-George Mason University Daniel H. Bowen -Texas A&M University Kelly Bylica-Boston University Ti-Wei Chen -The Education University of Hong Kong, China Lee Cheng-Anglia Ruskin University, UK Tara Carpenter Estrada -Brigham Young University Crystal Davis -University of Maryland Ali Duffy -Texas Tech University Kevin Gormley-Dublin City University, Ireland Erica Halverson- University of Wisconsin-Madison Benjamin Helton-Case Western Reserve University Ryan Hourigan -Ball State University Aadya Kaktikar-Shiv Nadar University, India Alexandra Kertz-Welzel -Ludwig Maximillian University, Germany Brian Kisida -University of Missouri Bo-Wah Leung -The Education University of Hong Kong, China Jonathan Lilliedahl -Linnaeus University, Sweden Mary McAvoy -Arizona State University David S. Miller-University of Kentucky Stephanie Milling -University of South Carolina Marissa Nesbit -University of North Carolina Charlotte Chell Parkins-University of Wisconsin–Madison Louisa Penfold-Harvard University David Potter - University of Wisconsin – Superior Ryan Shaw -Michigan State University Eric Shieh -Metropolitan Expeditionary Learning School Andrea VanDeusen- East Carolina University Amanda Wager- Vancouver Island University, Canada Ethan Yazzie-Mintz- First Light Education Project
Abstracting and indexing
Arts Education Policy Reviewis Abstracted & Indexed in:
• De Gruyter Saur
° Dietrich's Index Philosophicus
° IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur
° Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur
• EBSCOhost
° Current Abstracts
° Education Abstracts (H.W. Wilson)
° Education Full Text (H.W. Wilson)
° Education Source
° Music Index
° Public Affairs Index
° OmniFile Full Text Select (H.W. Wilson)
° Public Affairs Index
° Readers' Guide Full Text Select (Online)
° TOC Premier (Table of Contents)
• Elsevier BV
° Scopus
• ERIC (Education Resources Information Center)
• Gale
° Advanced Placement Fine Arts and Music
° Biography in Context
° Expanded Academic ASAP
° Fine Arts and Music Collection
° General Reference Center
° InfoTrac Custom
° InfoTrac Student Edition
° MLA International Bibliography (Modern Language Association)
° Professional Collection
• Magazine Index Plus
• Ovid
• Periodica Islamica
• ProQuest
° Arts Premium Collection
° Education Collection
° Education Database
° International Index to Music Periodicals (IIMP)
° International Index to the Performing Arts (IIPA)
° Professional ProQuest Central
° ProQuest 5000
° ProQuest 5000 International
° ProQuest Central
° ProQuest Professional Education
° Research Library
° Social Science Premium Collection
• Taylor & Francis
° Educational Research Abstracts Online
° Studies on Women and Gender Abstracts (Online)
Open access
Arts Education Policy Review is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Members of the following groups can receive an individual print and online subscription to Arts Education Policy Review at a special society member rate. Please see the pricing or subscribe page for details.
Americans for the Arts
American Alliance for Theatre & Education
National Association for Music Education
National Art Education Association
National Dance Education Organization
National Guild for Community Arts Education
Print ISSN:
1063-2913
Online ISSN:
1940-4395
4 issues per year
Currently known as:
Arts Education Policy Review
(1992 - current)
Formerly known as
Design For Arts in Education
(1977 - 1992)
Design
(1899 - 1977)
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