《小學(xué)學(xué)報(bào)》服務(wù)于中小學(xué)教育研究人員、教師教育者和實(shí)踐者已有一百多年的歷史。ESJ發(fā)表同行評(píng)議的文章，涉及教育理論和研究及其對(duì)教學(xué)實(shí)踐的影響。此外，ESJ還發(fā)表了一些文章，將兒童發(fā)展、認(rèn)知心理學(xué)和社會(huì)學(xué)的最新研究與學(xué)校學(xué)習(xí)和教學(xué)聯(lián)系起來(lái)。

The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for more than one hundred years. ESJ publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.