The New England College Journal of Applied Educational Research (NECJAER) is an open-access journal, which means that all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to full texts of the articles, or use them for any further lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
The New England College Journal of Applied Educational Research (JAER) is an open-resource journal that aims to give authors access to publish their ideas, work, and research for the benefit of educators and their students, Pre-K through institutions of higher education. The purpose of this journal is to help educators advance the cause of making education equitable for all students.
Journal of Applied Educational Research
Volume 4, Number 1
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Empowered Circles
The Fifth Frame
All We Have Is Each Other
Gamify Your Way to an Engaging Classroom
Helping the Helper
Gender Stereotypes and Expectations in Early Childhood Education
Elements of an Inclusive Syllabus
A Researcher’s Journey
Journal of Applied Educational Research
Volume 3, Number 1
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What Teacher Preparation Programs Can Learn From Preservice Educators in a Post Pandemic World
Leading During the COVID-19 Pandemic: One College Administrator’s Perspective
Navigating the Pandemic in Dual Education Roles
Teaching and Learning During and Beyond the Pandemic
A Flashback of Teaching in the Pandemic
Is Every Educational Philosophy the Best?
Journal of Applied Educational Research
Volume 2, Number 1
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Teaching Remotely
Relationships in Education
Pandemic + Teaching = Stress
Collaboration in Education During a Pandemic
COVIDucation: Flexibility in Pandemic Education
Compliance or Engagement: Engaging Students Remotely
Social Emotional Learning in Education
Equitable Environments During Distance Learning: A Multi-Lens Perspective
Journal of Applied Educational Research
Volume 1, Number 1
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Increasing Access to Math Learning for ALL: NEC’s Flagway Math Literacy Initiative
Middle School Students’ Mathematics Attitude Profiles: Real-Time Origins and Classroom Implications
The Correlation Between School-Based Externalizing/Acting Out Behaviors, Belonging, and Opioid Misuse
An Examination of Educational Resources on Student Performance
Asian American Student Engagement on College Campuses
Exploring Persistence in Student Affairs
The New Rites of Passage: Regulation and Relationships
English Language Learners (ELL) Does Not Equal Special Education