Arts Education Policy Review

Aims & Scope

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.

View Aims & Scope

---

Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.551

Quartile

Year	Value
2024	Q1

Journal Rank

Year	Value
2024	10553

Journal Citation Indicator

Year	Value
2024	140

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Arts and Humanities and Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Critical Thinking: Why Is It So Hard to Teach?

  Citation: 255

  Authors: Daniel T.

• Seeking Challenge, Finding Skill: Flow Experience and Music Education

  Citation: 105

  Authors: Lori A.

• The development of STEAM educational policy to promote student creativity and social empowerment

  Citation: 105

  Authors: Babette

• The Subservient, Co-Equal, Affective, and Social Integration Styles and their Implications for the Arts

  Citation: 91

  Authors: Liora

• STEAM by another name: Transdisciplinary practice in art and design education

  Citation: 89

  Authors: Tracie

• The Arts and Academic Achievement: What the Evidence Shows

  Citation: 86

  Authors: Lois, Ellen

• Teaching Creativity in Higher Education

  Citation: 84

  Authors: Larry

• The Messages behind the Methods: The Authoritarian Pedagogical Legacy in Western Concert Dance Technique Training and Rehearsals

  Citation: 80

  Authors: Robin

• Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K–12 Music Teachers in the United States

  Citation: 70

  Authors: Robert D.

• Exploring the global decline of music education

  Citation: 64

  Authors: José Luis

---