Editor-in-Chief: James, Waynne, Ed.D., Professor, University of South Florida, USA

Journal Information

Journal of Global Education and Research (JGER) is an international non-profit, open access, online double-blind peer-reviewed journal. JGER, as an interdisciplinary journal, aims to bring together researchers, scientists, scholar and graduate students to exchange and share their experiences, new ideas, and research results about all aspects of global education and research and to discuss the practical challenges encountered and the solutions adopted.

JGER is published bi-annually by the University of South Florida M3 Center. We also encourage scientists to publish their experimental and theoretical research relating to global education in as much detail as possible in order to promote scientific predictions and impact assessments of global change and development in the field of education. Full experimental and methodical details must be provided so that the results can be reproduced.

Anyone may submit an original article to be considered for publication in Journal of Global Education and Research provided he or she owns the copyright to the work being submitted or is authorized by the copyright owner or owners to submit the article. Authors are the initial owners of the copyrights to their works (an exception in the non-academic world to this might exist if the authors have, as a condition of employment, agreed to transfer copyright to their employer).

Coverage of JGER includes but is not limited to the following:

  • Adult and Continuing Education
  • Curriculum and Instruction Development
  • Education in Other Specialties
  • Educational Technology
  • English as a Second Language (ESL)
  • Global Competence
  • Higher Education & Educational Leadership
  • Human Resource Development
  • Inclusive Education
  • International Education
  • Pre K-12
  • Research Methods in Education

Benefits of publishing with JGER

  • Open access: Completely free for readers and the authors. There are no fees charged for submission, subscription and article processing.
  • Rapid publication: JGER is committed to getting the manuscripts peer-reviewed, and a first decision provided to authors approximately 6-8 weeks after submission.
  • Recognition of reviewers: Reviewers who provide timely, thorough peer-review reports shall receive credits.
  • High visibility and Indexing: Indexed by:
    • Cabell's Journal Whitelist
    • CiteFactor
    • Directory of Research Journal Indexing (DRJI)
    • Education Resources Information Center (ERIC)
    • Google Scholar
    • Index Copernicus International (ICI) Journals Master List Database
    • Research Bib, Academic Resource Index
    • Sherpa/Romeo
    • Scientific Indexing Services (SIS)
    • Under Review for multiple indexes and databases including OAJI, EBSCO, and ESCI

Browse past issues of JGER from the sidebar or at the following links:

Volume 4 - Issue 2

Refereed Articles

  • Democracy, neoliberalism, and school choice: A comparative analysis of India and the United States
    • Eddie Boucher
  • Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students
    • Anne M. Lucietto and Liza Russell
  • Global citizenship education starts with teacher training and professional development
    • Evan Saperstein
  • Educational leadership, leader-member exchange and teacher self-efficacy
    • Gabriela Flores, Denver J. Fowler, and Richard A. Posthuma
  • Research at the Royal University of Bhutan and ways forward
    • Deki C. Gyamtso, Kezang Sherab, and T. W. Maxwell
  • Support for teacher candidates and the edTPA
    • Dia Gary, Dylan Thomas, and Joseph Miller

    Early Cite: Volume 5 - Issue 1

    Refereed Articles

  • The attributes of mathematics learning which Ghanaian senior high school students value
    • Ernest Kofi Davis, Wee Tiong Seah, Nathaniel Howard, and Eric Magnus Wilmot
  • Using avatars to address teacher self-efficacy
    • Chancey Bosch and Trevor Ellis
  • “We have to get more teachers to help our kids”: Recruitment and retention strategies for teacher education programs to increase the number of Indigenous teachers in Canada and abroad
    • Laura Landertinger, Danielle Tessaro, and Jean-Paul Restoule
  • Enhancing the quality of student teachers’ reflective teaching practice through building a virtual learning community
    • Wai Cheong Jacky Pow and Kwok Hung Lai
  • Retention strategies for online students: A systematic literature review
    • Katy Seery, Albert A. Barreda, Stephanie G. Hein, and Jokima L. Hiller
  • Partnerships to promote inclusive education for students with disabilities in Thailand
    • Somkate Uttayotha and Andrew R. Scheef
  • Teaching in a global society: Considerations for university-based educational leadership
    • Penny L. Tenuto

    Early Cite: Volume 5 - Issue 2

    Refereed Articles

  • Building community using experiential education with elementary preservice teachers in a social studies methodology course
    • Stephanie Speicher
  • Marketing tourism and hotel management schools in the context of higher education globalization and student mobility through improved curriculum and industrial training offerings
    • Ayse Bas Collins, Aysegul Gunduz Songur, and Seden Dogan
  • Female first-generation college students: A review of challenges and successes
    • Junghwan Kim, Sarah M. Miller, Jihee Hwang, and Joann S. Olson
  • Understanding students’ global interdependence in science instruction
    • Walter S. Smith
  • Developing cultural intelligence: Experiential interactions in an international internship program
    • Lisa Lambert Snodgrass, Margaret Hass, and Mehdi Ghahremani
  • The inequitable consequences of school disciplinary policies on Black girls in Ohio
    • Terry Husband and Shamaine Bertrand
  • Why study abroad: Differences in motivation between US and international students
    • Phillip Haisley, Catherine Grandorff, Osasohan Agbonlahor, Sylvia L. Mendez, and Mandy Hansen
  • Early Cite

    Refereed Articles