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Open Access Policy

All research articles published in the Texas Education Review are fully open access: immediately freely available to read, download and share. Articles are published under the terms of a Creative Commons license which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Creative Commons License

Creative Commons License
Creative Commons License CC BY 4.0

This work is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at review.education.utexas.edu.

Definition of Open Access Publication from Bethesda Statement on Open Access Publishing: An Open Access Publication [1] is one that meets the following two conditions:

  1. The author(s) and copyright holder(s) grant(s) to all users a free, irrevocable, worldwide, perpetual right of access to, and a license to copy, use, distribute, transmit and display the work publicly and to make and distribute derivative works, in any digital medium for any responsible purpose, subject to proper attribution of authorship [2], as well as the right to make small numbers of printed copies for their personal use.
  2. A complete version of the work and all supplemental materials, including a copy of the permission as stated above, in a suitable standard electronic format is deposited immediately upon initial publication in at least one online repository that is supported by an academic institution, scholarly society, government agency, or other well-established organization that seeks to enable open access, unrestricted distribution, interoperability, and long-term archiving (for the biomedical sciences, PubMed Central is such a repository).

Notes:

  1. Open access is a property of individual works, not necessarily journals or publishers.
  2. Community standards, rather than copyright law, will continue to provide the mechanism for enforcement of proper attribution and responsible use of the published work, as they do now.

Current Issue

We are pleased to announce the publication of Volume 9, Issue 1 of the Texas Education Review.

This issue contains three manuscripts, including: a quantitative analysis on recent trends for special education identification rates in urban and rural Texas school districts (Simmons, Shin, & Sharp); a critical quantitative examination of patterns in student endorsement enrollment in the state of Texas (Adamuti-Trache, Zhang, & Hagedorn); and a critical qualitative analysis of student and faculty experience with concealed carry gun policy at the University of Texas at Austin (Butters).

In addition to these articles, this issue features one editorial, which centers one educator’s personal reflections on conservative reactions to the New York Times’ 1619 project in the context of the Black Lives Matter movement (Bridgeforth).