Information for Authors

The Mid-Western Educational Researcher (ISSN 1056-3887) is a peer-reviewed open access scholarly journal that publishes articles examining issues and practices at all levels of education by authors involved in the education system in a multitude of ways. MWER publishes qualitative and quantitative research, action research, theoretical pieces, commentaries, policy briefs, book and media reviews, and mentoring essays.

MWER has an acceptance rate of approximately 35% and is indexed in ERIC and full text searchable through EBSCO.  All submissions will go through internal review prior to being slated for peer review. MWER does its best to provide authors with substantive feedback within 6-8 weeks of submission. Please see here for submission guidelines.

MWER is published quarterly by the Mid-Western Educational Research Association through Western Illinois University. MWER invites regional, national, and international scholarship that represents the many different disciplines and perspectives within the organizational structure of the American Educational Research Association (AERA). The following are brief descriptions of the AERA divisions and the range of topics MWER is interested in:

Administration, Organization, & Leadership
Division A supports an examination of sources and types of educational leadership, including administrators and others inside and outside schools, and the effects of leadership on educational institutions.

Curriculum Studies
Division B advances theory and research on curriculum as well as the use of research findings in curriculum practice.

Learning & Instruction
Division C promotes the study of learning and instruction in formal and informal settings across the lifespan and among diverse populations.

Measurement & Research Methodology
Division D focuses on educational measurement, psychometrics, and assessment; quantitative methods and statistical theory as applied to educational research; and qualitative and evaluation methods as applied to educational research.

Counseling & Human Development
Division E encourages research on human behavior, development, and interactions across the life span; and promulgates the judicious use of psychosocial and educational procedures in educational settings.

History & Historiography
Division F explores the history and historiography of education broadly from national, international, and comparative perspectives, and provides historical context for the formation of educational policy.

Social Context of Education
Division G promotes research on relations between educational processes and the social, political, and economic contexts in which they occur; and advances cross-disciplinary studies.

Research, Evaluation, & Assessment in Schools
Division H enhances our schools by focusing on applied research, program evaluation, assessment, and accountability.

Education in the Professions
Division I focuses on the context and conduct of scientific inquiry addressing education for professional practice disciplines (e.g., architecture, engineering, health professions, law, teaching), from the level of higher education through lifelong learning and assessment.

Postsecondary Education
Division J serves as an international forum for policymakers, faculty, graduate students, and other researchers to promote and advance research, policy, and practice in all areas of postsecondary education.

Teaching & Teacher Education
Division K focuses on research on teaching and on teacher development and education from preservice through professional induction to the in-service stages of teachers' careers.

Educational Policy & Politics

Division L stimulates informed and systematic analysis, research, evaluation, and debate about the education policy, including political, economic, legal, and fiscal issues.

- MWER Sections -

Feature Articles
This section offers research-based manuscripts addressing diverse issues in education. The journal does not subscribe to any particular methodology, and publishes quantitative, qualitative, mixed methods, and meta-analysis studies, by higher education faculty, policy makers, practicing teachers, student affairs professionals, and other education stakeholders.

Graduate Student Inquiry
This section is devoted to publishing the work of graduate students. Reviewers will be notified that the work under review is that of a graduate student. 

Voices from the Classroom
This section solicits teacher research written by classroom educators that aim to inform classroom practice and policy. Work by other school personnel, including school social workers, counselors, and specialists are also invited. Reviewers will be notified that the work under review is that of a practicing educator.

This section features commentaries from scholars, policy makers, educators, and others with an interest in the field. These are essays that are well developed original opinion pieces or analyses dealing with issues and events of educational, pedagogical, or methodological significance. These essays are approximately 5-8 pages double-spaced.

Book/Media Reviews      
Reviews of newly released or forthcoming books or other media (e.g., films, documentaries, blogs, websites) are of interest to the MWER readership. Reviews should include: a complete citation in APA format, a rationale for why a review of the book or media is warranted, a summary of the book or media, a critical, yet informative, analysis of the book or media, and a statement about the significance of the book or media for educational researchers and/or practitioners. A brief summary of the reviewer’s background and reasons for interest in the book or media should be included in a separate paragraph. Reviews should be between 5-10 pages.

Mentoring Corner   
We invite submissions from both researchers and practitioner who are interested in submitting mentoring pieces aimed at the professional and/or the research skills of graduate students, junior faculty members, teacher researchers, and fellow practitioners. We are looking for short essays on topics such as helpful hints for new professors, helpful hints for graduate students, writing for journals, how to manage culminating projects (as a student or faculty member), tips for successfully implementing a new initiative at any educational level and other possibilities.

Questions regarding any submission should be directed to the editors at
General Formatting Guidelines

All submissions must follow the following set of guidelines:

Ensuring blind reviews:

Submit all materials via e-mail to:

Please note that authors are responsible for submitting manuscripts that are free of grammatical and mechanical errors, and that have that have not been submitted for consideration or published elsewhere. Manuscripts will be initially screened for format and fit by the editors. Appropriate manuscripts will be subjected to blind peer review. Reviews take approximately 6-8 weeks from the time of submission, depending on the promptness of reviewers. The editors reserve the right to make minor modifications to accepted manuscripts to produce a more concise and clear article.

Authors acknowledge by virtue of their submission to the journal that they will consent to have their work available internationally through the EBSCO portal and through, as per agreement with MWERA.