TARGET READERSHIPS

Classroom Action Research Journal (CARJO) is a peer-reviewed academic journal dedicated to the dissemination of research findings and innovative practices in classroom-based inquiry. The journal is intended for a broad audience with an interest in improving educational practices through action research. The primary target readership includes:

1. Teachers and Educational Practitioners
   Educators at all levels who seek to enhance teaching and learning through reflective, evidence-based classroom practices.

2. Lecturers and Academics
   University faculty and researchers engaged in teacher education, curriculum development, and the advancement of educational theory and practice.

3. Education Students
   Undergraduate and postgraduate students involved in classroom action research projects or those studying action research methodologies.

4. Researchers and Policymakers
   Educational researchers and decision-makers interested in data-driven innovations, school improvement strategies, and the impact of action research on policy development.

5. Educational Organizations and Professional Communities
   Institutions, NGOs, and professional learning communities focused on teacher development, school reform, and collaborative inquiry in education.