This paper examines the demographic, role and ideational characteristics of journal editors in the field of education. Gatekeepers of research, scholarly, professional and associational journals, while exhibiting differing background characteristics and levels of commitment to role functions devote insufficient attention to editorial concerns, given the significance of publication to the field and to prospective authors. Editors fail to enunciate clear, defensible approaches to education but are committed to the notion of “balancing.” They perceive themselves as orchestrators of the field and seem to have a commitment less to specific content than to the process of knowledge dissemination.
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