AERA Open Special Topic Call for Papers

Education in the Time of Pandemic

Special Topic Editors: Jacquelynne Eccles and John Yun

Local and global crises, whether the results of natural disasters, war, or mass recessions, have a huge impact on educational systems. This has rarely been more evident than during the current global pandemic, which is shutting down schools, throwing people out of work, and bringing death and disease to millions around the world. What’s more, in the United States and around the world, the harshest impact has been on the poor and marginalized, thus exacerbating educational and social injustice and inequity.

In response to this crisis, AERA Open is launching a special topic, “Education in the Time of Pandemic.” The purpose of the special topic will be to learn and share as many lessons as possible, so that we are better prepared for systemic shocks in the future. We welcome papers on a wide range of issues related to this topic, such as the rapid transition to remote learning, the effect of psychological and medical trauma on educational processes and outcomes, and the sociology of educational responses to the pandemic. We welcome theoretical and empirical (qualitative and quantitative) work across a range of disciplines, and considering issues from preschool to higher/adult education, in the United States, in other countries, or internationally. We also encourage multi-disciplinary perspectives that encompass learning and teaching, administration, public health and medicine, sociology, and economics. And we strongly encourage submissions that address issues of equity and diversity.

Interested authors should submit an abstract (no more than 500 words) describing their proposed manuscript. Editors will review and invite selected authors to submit full manuscripts for possible inclusion in the special topic. All manuscript submissions will go through peer review and must meet the publication standards of AERA Open. An invitation to submit a full manuscript is not a guarantee of acceptance.

Publication Timeline:

Abstracts and manuscripts will be reviewed on a rolling basis as they are submitted. Abstracts can be submitted any time between May 15, 2020 and September 1, 2020 to AERAOpenEditors@aera.net. Special Topic Editors will review abstracts and provide feedback to authors. Manuscripts may then be submitted anytime by April 1, 2021. Articles will be published on a rolling basis following review.

Special Issue (Spring 2021) The editorial team at the Journal of the Professoriate would like to invite you to submit a scholarly paper related to COVID-19 and teaching and learning in the professoriate. In response to COVID-19, we have witnessed higher education institutions change teaching modalities, increase students in sections, eliminate sections, increase teaching loads, examine tenure clock countdown, and the list goes on. As faculty worry about issues related to teaching and learning on their campuses, we are driven to explore critical analysis among scholars and policymakers on issues affecting all college and university faculty in America and abroad. The need for critical scholarly work centering around these issues is needed. We welcome papers grounded in theory or emerging ideas, as well as research and theoretical papers.

For this special issue of the Journal of the Professoriate, Spring 2021, we would like to publish a special issue that focuses on matters related to issues that have arisen during the COVID-19 Pandemic. In order to be considered for the special issue, manuscripts must be submitted by October 15. All submissions are subject to peer review. Notifications will be sent out by January 15. The Issue is slated to be published in April, 2021.

About the Journal The Journal of the Professoriate is a peer-reviewed journal that promotes critical analysis among scholars and policymakers on issues affecting all college and university faculty in America and abroad. The mission of the Journal of the Professoriate is to provide an outlet for research and scholarship on issues pertaining to the pathways leading to the professoriate as well as all issues about and relevant to college and university faculty within academe and the global society.

Manuscript Submission Instructions All submitted manuscripts should be prepared in accordance with the guidelines outlined in the Publication Manual of the American Psychological Association (6th Edition). Authors’ manuscript submission certifies that none of the contents are copyrighted, published, accepted for publication by another journal, under review by another journal, or submitted to another journal while under review by the Journal of the Professoriate.

All manuscripts should be submitted via the online submission process (see link below) and typed in Times New Roman (12 pt.), double-spaced on 8½ x 11 size paper, and accompanied by an abstract that does not exceed 120 words. Figures and Graphs must be camera-ready art and should be placed in the Appendices.

To protect anonymity during the review process, the title page should be the only place in the manuscript that includes the author(s) name(s) and institutional affiliation(s). This needs to be uploaded as a seperate page and SHOULD NOT be included with the manuscript. All other identifying references and notes should be removed from the manuscript before it is submitted for publication consideration.

We recommend the following: (1) Title page (name, affiliation, contact information); (2) Manuscript (body of the text; no personal identifying information included). This may include abstract, body, references, appendices with tables and figures. (3) Cover letter (introduce your manuscript to editors; note any special circumstances you wish to be considered.)

Submitted manuscripts should not exceed 7,500 words. The manuscript review process takes 3-6 months (depending on the volume of submissions and pace of reviews).

The Journal of the Professoriate does not allow the use of footnotes or endnotes. References should be listed alphabetically by author at the end of the manuscript and referred to in the body of the text in accordance with the Publication Manual of the American Psychological Association (6th Edition). If the manuscript is accepted for publication, the author(s) will be asked to submit a copy of the final post-review version of the manuscript.

Manuscripts accepted for publication are subject to copyediting. Manuscript submission indicates the author’s commitment to publish in the Journal of the Professoriate and to give the journal first publication rights. No manuscript known to be under consideration by another journal will be reviewed.

Upon publication, the Center for African American Research and Policy owns all rights including subsidiary rights. Our policy is to require the assignment of copyright on all published manuscripts. We understand that in return for publication, the journal has the nonexclusive rights to publish the contribution and the continuing unlimited right to include the contribution as part of any issue and/or volume reprint of the journal in which the contribution first appeared by any means and in any format.

Publication Schedule Fall and Spring

Circulation: CAARP

Indexed: Academic Search Alumni Edition, 12/1/2010- Academic Search Complete, 12/1/2010- Academic Search Elite, 12/1/2010- Academic Search Premiere, 12/1/2010- TOC Premier (Table of Contents), 12/1/2010-

Review Process: All submissions are refereed using a blind review system. Evaluative criteria include the following items that are rated on a 0-4 scale (0 which means poor while 4 means excellent): Importance of topic
Introduction
Literature review Purpose of the study Appropriateness of conceptual/theoretical framework Research design/methods Results
Discussion
Conclusions and implications Organization of ideas
Control for threats to validity and reliability Adherence to APA (6th Edition) guidelines

Notification of the status of all manuscripts will be made by the editor. The following decisions will be communicated to the author: • Accept • Revise and resubmit • Reject

All accepted manuscripts will receive copyediting. The editor reserves the right to edit accepted articles to meet the journal’s standards and formatting guidelines.

Revise and Resubmit: When you revise your manuscript please highlight the changes you make in the manuscript by using the track changes mode in MS Word. Please DO NOT simply bold or highlight your revisions. You will need to upload two versions of your revised article following the same procedure as for submitting your initial version (anonymous):

• A version with track changes visible should be resubmitted and titled “track changes.” • A “clean” version should be resubmitted and titled “manuscript for review purposes.”

Additionally, please submit a file named “Author’s Response to Decision” to detail the changes you have made and in response to which reviewer comments. Please do not identify yourself (and your co-authors, if applicable). The text entered here is potentially sent to reviewers and the author(s) must be anonymous.

Editorial Correspondence: Direct all manuscript submissions, queries, and inquiries to:

Henrietta Williams Pichon and Monica Burke, Journal of the Professoriate, Co-editors-in-Chief at jotp-editor@caarpweb.org

Publisher: The Center for African American Research and Policy (CAARP) at www.caarpweb.org

Edited by: Harriet J. Bessette, Kennesaw State University
Camille Sutton-Brown, Kennesaw State University

Announcing a call for book chapter proposals for a forthcoming edited volume focused on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning.

Exploring how data can be utilized, collected, and rendered useful in the education arena is of utmost importance to those most closely involved in the generation of research for improving educational practice. Innovative methodologies are important for preparing future researchers/scholars and teachers in developing and sustaining professional knowledge. To date, while visual methodologies are explored in various volumes related to general areas of social science, few texts exist where visual methodologies are explained or well-understood in the field of education, specifically.

This work will focus on the functions, cultures, and outcomes of teaching and learning using visual data (i.e., participant-generated drawings, photo-elicitation, film, etc.) and the methods that frame this approach. It is intended for teachers, researchers, and teacher-researchers – in higher education as well as at PK-12 levels – who are ready to engage with innovative, and often compelling, research methods that make data collection across data sources both accessible and equitable. We would like to know more about how our colleagues in education have conceptualized, generated, and executed research utilizing visual data in their own schools, classrooms, and/or districts, and what they learned from these investigations.

We invite manuscripts from emerging scholars, practitioners, researchers, and thinkers from academia, that address a wide variety of timely issues, including those that arise in higher education and PK-12 settings. Chapters within each section will focus on some of today’s key educational practices and the ways in which visual methodologies can provide innovation in the design of educational research. In all instances, each chapter within the volume will reflect the importance of using credible, confirmable, reliable, and triangulated interpretations as a foundation for any claims, findings, or assertions related to pedagogical innovation, student mindfulness, and critical pedagogy.

We are soliciting chapters that highlight practical, yet compelling, examples of engagement with visual data and methodologies in four broad strands: (a) the nature of visual methodology; (b) pedagogical innovation; (c) student engagement, self-determination, metacognition, and mindfulness; and (d) critical pedagogies, critical race theory, and exploration of issues of social justice among historically denied and underserved participants. We expect that each chapter will be accompanied by visual representations, such as subject-generated drawings, sketches, collages, and photographs, as well as analysis.

This volume is expected to be published December 2022.

Submission Process

Please submit a 500-1000 word (including references) synopsis/proposal of your chapter by September 15, 2020 to Harriet J. Bessette (hbessett@kennesaw.edu) and Camille Sutton-Brown (csuttonb@kennesaw.edu) for consideration. You will be informed if your proposal is accepted by December 15, 2020. You will be required to submit an electronic copy of your full chapter draft (approximately 5,000-6,000 words-exclusive of tables, figures, and references) by April 15, 2021. Feedback to authors will be given by October, 2021. Final drafts are due by March 15, 2022 and submission of your complete manuscript to IAP is due by July 15, 2022.

Tentative Schedule for Publication:
Chapter Proposals:
September 15, 2020

Notification of Invitation to Contribute Chapter:
December 15, 2020

Submission of Draft chapters for Blind Peer Review:
April 15, 2021

Return of Blind Peer Reviewed Chapters to Authors:
October 2021

Final Drafts Due:
March 15, 2022

Submission of Final Chapters to IAP:
July 15, 2022

Anticipated Publication:
Winter 2022

Online education–whether in the P-12 or teacher education context–necessitates the routine use of educational technology.  Researchers in the field of educational technology have cautioned us to not just focus on the technological tools, but to consider how these tools are used to support learning goals and larger essential questions. Building on Schulman’s work in Pedagogical Content Knowledge (PCK), Punya Mishra and Matthew J. Koehler argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TCPK).  In this issue we seek to build knowledge in TCPK not for teaching P-12 students, but as teacher educators providing online education to pre- and in-service teacher candidates.

For this themed issue, we are seeking articles that go beyond the technology tools and provide insight and advance our thinking as teacher educators in challenging areas such as:

• Creating meaningful fieldwork/clinical experiences for teacher candidates when P-12 in-person schools are not available
• Observing student teachers when they are teaching synchronously and asynchronously
• Designing methods courses, with their associated embodied, enacted practices, in the online environment
• Providing anti-racist curriculum and addressing equity in the design and implementation of online teacher education
• Considering how to mirror in teacher education those technological platforms used in P-12 settings
• Modeling online teaching practices that P-12 teachers may find hard to implement due to lack of access in schools and districts
• Using technology to foster the professional development of teacher educators through, for example, peer faculty observations, and virtual seminars to support faculty learning. 

While these issues have in some contexts been forced upon us because of the coronavirus pandemic, we invite authors to draw on their studies, experiences, and perspectives that may have preceded the crisis as well as those that emerged in more recent months.  

The New Educator is a quarterly peer-reviewed journal that serves as a forum on issues that teacher educators, teacher education programs, and school systems encounter in the preparation, recruitment, induction, retention, and ongoing support of educators. Defining “educator” broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings, the journal is particularly interested in work that links theory with practice, is generated through practice, is useful and accessible to the field, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.

Submission Deadline:  March 1, 2021

Guidelines:

• Full research manuscripts that should not exceed 6500 words, and please see other manuscript guidelines here .
• Article should be in consonant with the scope and aims of The New Educator.  See full description here .
• The New Educator receives all manuscript submissions electronically via its ScholarOne Manuscripts site located here.  

For more information contact Laura Baecher (lbaecher@hunter.cuny.edu) and Julie Horwitz (jhorwitz@ric.edu)