This journal publishes original articles on the latest issues and trends occurring in educational evaluations, program evaluations, learning assessments, educational supervision, teacher performance and competencies, strategic studies on improving the quality of school and college. Moreover, this journal also covers the issues concerned with environmental education. In addition to original articles, the journal features the following special sections:

• Learning: consisting of theoretical and empirical research studies on learning. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affection. Studies examining the relationship of learning to teach, knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.
• Issues and Trends: consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching. This special section particularly seeks to promote informed dialogues about current issues in education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary.
• Learning in Everyday Life: consisting of analytical, interpretative, or philosophical papers regarding learning outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after-school settings, museums, and other opportunities that develop learning interest, knowledge, or practices across the life span. Attention to issues and factors relating to equity in learning are especially encouraged.
• Teacher Education: consisting of original empirical and/or theoretical research that examines the preparation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of one teaching career, from pre-service, through induction, into advanced professional stages of teaching.
• Education Policy: including reports about the goals and/or underlying principles of policies adopted by the government, interest groups, school districts, etc., and their effect on teaching and learning. Additionally, research on science policy relates to a critical examination of how theory, research, and practice of education are influenced by policy decisions.
• Comments and Criticism provides a forum for the expression of differing viewpoints and the correction of misunderstanding regarding topics in published papers. Readers of the journal are earnestly invited to contribute their ideas to this forum. Contributions for the Comments and Criticism section should be relatively brief, normally two to four manuscript pages, and will be published as rapidly as possible.