A volume in the series: Contemporary Perspectives on Social and Emotional Learning. Editor(s): Roisin Corcoran, IRINSTITUTES & UCD.
This volume of the Contemporary Perspectives on Social and Emotional Learning (SEL) Series will explore social and emotional learning (SEL) in teaching and teacher education. SEL involves the process of implementing the skills needed to understand and manage emotions, show empathy for others, achieve positive goals, maintain positive relationships, and make responsible decisions (CASEL, 2015). Several jurisdictions have begun to incorporate social and emotional learning in teacher practices, policies or programs designed to improve teacher effectiveness and student learning. The editors invite chapter proposals involving high quality research drawing on diverse methodologies advancing the integration of SEL into teaching and teacher preparation. We welcome related research evaluating interventions including practices, policies or programs designed to embed SEL to improve teacher effectiveness. Interventions of interest are those implemented during teacher preparation, or for those employed already in the teaching profession. Relevant categories of interventions include: 1) teacher preparation (university based traditional teacher preparation programs or alternative teacher preparation programs), 2) teacher induction (interventions targeting novice teachers), 3) teacher professional development. Conceptual proposals that critique theoretical frameworks and analyze policy dimensions are also encouraged.
Chapter proposals should be submitted on a single-spaced page, and should include your name, affiliation, email address, a tentative title, and abstract (200 words maximum). Also include a brief biography (300 words maximum) and relevant high-quality publications. Chapter proposals must be emailed as a single Word file document consisting of 2 pages to Roisin P. Corcoran (email@example.com) by April 30, 2018.
Authors of accepted proposals will be notified by June 30, 2018 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by July 30, 2018. Manuscripts should conform to 6th edition APA style conventions. See Author Guidelines. Graphics and images may be included.
Drawing on the author(s) own research, chapters should include questions for readers to think critically about key concepts. Text boxes should be used to explain key themes in order to engage readers in the arguments outlined. The chapter should conclude with a summary of research methodology insights, and recommendations readings for further exploration.
Tentative Schedule for Publication:
Abstract Submissions: April 20, 2018
Notification of invite to submit chapter: May 30, 2018
Submission of book chapter: June 30, 2018
Reviews of book chapter manuscripts sent to author(s): September 30, 2018
Receipt by editors of final draft of book chapters: December 30, 2018
Final book submitted to publisher: January 2019
Anticipated publication: Spring 2019
Send Inquiries to: Roisin P. Corcoran firstname.lastname@example.org
“The Association of Mathematics Teacher Educators released the Standards for Preparing Teachers of Mathematics (SPTM; amte.net/standards) in 2017. To generate guidance as to how to apply teaching of mathematics with technology, a call for manuscripts is being extended by Contemporary Issues in Technology and Mathematics Teacher Education (CITE-Math). The following quote from the SPTM illustrates how important preservice teacher (PST) preparation can be:
Well-prepared beginners are able to guide students in exploring how technology can be used to explore patterns, shape, transformations, and sequences. Technology can assist one in making connections between multiple representations, and it can help students communicate their mathematical ideas to their classmates. Well-prepared beginning teachers are particularly prepared to use “mathematical action technologies” (p. 125).
Technology use is not to be taken lightly in building a healthy mathematics identity for all students. Mathematical reasoning and sense making is essential in students’ knowing and doing of mathematics. Teachers need to know when to support students’ learning needs with the use of technology. To understand appropriate design and implementation of technology, one must understand how mathematics learning takes place when using these tools. “These are powerful tools for doing mathematics that will be a part of the lives of the students they teach” (p. 125). This claim applies to elementary and middle levels of mathematics education as well as high school.
Being mindful of teaching techniques in intentionally designed technology can help change the teaching of mathematics into a joyful and purposeful activity while reinforcing effective teaching practices, promoted by the National Council of Teachers of Mathematics (NCTM) and AMTE through their SPTM. First, one must start with a well-defined goal, then look for visual, interactive patterns to help in making predictable relationships that support mathematical sense making.”
Over the past few decades, educational research has made considerable progress in describing activities that promote more effective student learning. Two fields of research that have made significant contributions to this progress have been educational assessment and self-regulated learning. However, few researchers have tried to combine theories from these two fields of research or have grounded their empirical work in both camps. Despite this lack of research, the combination of these two fields holds significant potential to help us understand how to better tailor instructional practices.
The aim of this special issue is to bridge the fields of educational assessment and self-regulated learning. Thus, we welcome either theoretical or empirical work that can inform both fields and shed new light on how activities and processes in assessment and self-regulated learning may be related and influence one another.
Assessment practices that support the development of Self Regulated Learners
Assessment for Learning and Self Regulation
Please submit a proposal of no more than 500 words (references can be in addition to this) to our ScholarOne Manuscripts site: https://mc.manuscriptcentral.com/caie. Authors will be notified once the proposal is processed. Any enquiries regarding the special issue can be sent to email@example.com
The proposal should include:
|1.||Title of the article|
|2.||Author name(s), affiliation(s), and contact information|
|3.||A summary of the article, highlighting novel features|
|4.||An explanation of the article’s contribution|
Successful authors will be invited to submit full papers for peer review, following normal procedures. The following timeline is anticipated:
|•||Proposal submission deadline: 30 April 2018|
|•||Invitation to submit for peer review: 30 June 2018|
|•||Full manuscript submission deadline: 31 December 2018|
|•||Anticipated publication date: 2019|
More information: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1438053
Dr. Jiyoon Yoon and I are looking for chapter authors for our book Educational Technology and Resources for Synchronous Learning in Higher Education. The Publisher is IGI Global. This will be an edited volume of research studies focused on synchronous learning in higher education settings. We are announcing a call for proposals to submit a chapter proposal for this edited volume. We invite you to share your experiences and knowledge of using synchronous tools in your teaching. This book is scheduled to be published in 2019. More details on the timeline and the CFP are in the link below.
Your chapter proposal should include a chapter title, all authors’ names and emails, and an abstract (250 -500 words) which should include the theoretical lens and literature, an overview of the research design and findings, and how it adds to the extant literature on synchronous learning. The final chapters will be about 10,000 words.
Please use the following link to learn more details about the book and find the submission link of your chapter proposal.
Proposals Submission Deadline: March 12, 2018
Full Chapters Due: June 15, 2018
Learner Engagement SIG Webinar Series:
Engaging Learning: Integrating Education and Experience
Date/Time: March 7, 12:00 – 1:00 PM, Eastern Time
Presenter: Clark Quinn, PhD., Executive Director, Quinnovation
Join us for the first webinar.
If you look closely at the elements of successful instructional practice and those of engaging experiences, you find an alignment that suggests learning can, and should, be ‘hard fun’. Putting that into practice, however, is rife with opportunities to go awry. In this presentation, we’ll go through the hard-won lessons in 35+ years of designing learning games and experiences, and provide guidance about systematic revisions to the design process. Come see how to successfully integrate engagement into learning design.
Facilitator: Matt Yauk, Ohio State University (Contact Matt, firstname.lastname@example.org, for questions about this webinar)
This session is free to attend, but pre-registration is required. Please click the link to register: https://cc.readytalk.com/r/
Please mark your calendars for our second and third webinars. More details will follow:
March 20, 12:00 – 1:00 PM, Eastern Time
Presenter: Tonia Dousay, PhD., Assistant Professor of Learning Sciences, University of Idaho
Title: Mistaking Disenchantment for Truth: How Do We Measure Learner Engagement?
April 26, 1:00 – 2:00 PM, Eastern Time
Presenter: Daniel Hickey, PhD., Professor of Learning Sciences, Indiana University
Title: Expansive Framing for Productive Online Engagement, Generative Learning, and Enduring Achievement.
Notes. Please join the Learner Engagement SIG by requesting membership through the LinkedIn group at (bit.ly/LearnerEngagement} or Facebook at (bit.ly/LearnEngageFB). You can also follow us on Twitter @LearnEngage
The AECT Research & Theory Division (RTD) invites you to attend an upcoming FREE professional development webinar with Dr. George Veletsianos tomorrow Wednesday February 21st at 12pm CT (1pm ET, 11am MT, 10am PT). To attend please register here: https://cc.readytalk.
However, increasing concerns are brewing over the incivility, harassment, and vitriol that faculty encounter on social media. The potential of social media being used for harm and abuse needs to be factored into any expectations placed on social media uptake in higher education. In this presentation, I will discuss experiences of intrusion, cruelty, abuse, and intimidation that women academics have faced online. This presentation is grounded on fifteen interviews with female scholars who have face harassment online. These experiences suggest wide-ranging implications for individual scholars, faculty developers, centers for teaching and learning, the design of online platforms and algorithms, and expectations around scholars’ online participation.
Focus of the special issue
This special issue will include papers that consider the design, use and/or evaluation of learning spaces and contribute actionable knowledge for future learning spaces. Learning spaces are fundamental to engagement in tertiary education. They are growing more complex: as sites where the physical/material, digital and social come together and where the needs and activities of multiple stakeholders (students, teachers, managers, designers, etc.) co-exist. Understanding how such spaces function is also complex. Research often needs to combine multiple methods and multiple data sources. To generate actionable knowledge, researchers also need to consider who is in a position to create and improve learning spaces, and what kinds of knowledge can inform and improve their actions. For example, spaces are ‘brought to life’ by individual self-managing students, students working on group projects, teachers using conventional lecturing or facilitation methods, infrastructure managers, library, IT and Ed. Tech. staff, architects, furniture makers and interior designers. There are overlaps and differences in the knowledge needed by users, managers and designers if they are to co-create better learning spaces.
This special issue provides an opportunity to: bring together researchers in learning technology and learning spaces; examine learning spaces as technologies for learning; foreground the spatial aspects of learning with technology; consider ideas about learning as physically, digitally, socially and epistemically situated; explore ways of making research-based knowledge easier to share and use.
Topics for this special issue may include, but are not limited to:
We welcome well-conducted empirical studies, reviews and conceptual articles.
Manuscript Submission Instructions
Manuscripts addressing the special issue’s focus should be submitted through the AJET online manuscript submission system. Please review the Author Guidelines and Submission Preparation Checklist carefully, and prepare your manuscript accordingly. Information about the peer review process and criteria is also available for your perusal.
NOTE: When submitting your manuscript, please include a note in the field called ‘Comments for the Editor’ indicating that you wish it to be considered for the “Learning Spaces” special issue. Please direct questions about manuscript submissions to Paul Flynn at: email@example.com
Deadlines for authors
The Journal of Experimental Education (JXE) has just released a Call for Papers for a special issue to be published online in 2019 and in paper format in early 2020, entitled “Learning and Identity in Virtual Learning Environments.” This special issue seeks to provide education scholars with insight into current theoretical and methodological approaches to conceptualize, facilitate, and empirically examine learning and identity in virtual learning environments (VLEs) such as games, virtual realities, and simulations. A major goal for this issue is to illuminate characteristics of VLEs that provide learning and identity change opportunities, explicate learning and identity development within VLEs, and/or demonstrate the role of educators and contexts in supporting learning and identity change in VLEs.
The guest editors of the special issue are Aroutis Foster and Mamta Shah of Drexel University.
Prospective authors are required to provide the editors with a one-page summary (500 words max) by 11th May, 2018.The summary should provide a brief description of the topic and how the intended journal paper addresses learning and identity in virtual learning environments within one or more of the three main emphasis areas of JXE: Learning, Instruction, and Cognition; Motivation and Social Processes; or Measurement, Statistics, and Research Design. For the accepted summaries, the full manuscripts will be due by 11th January, 2019.
The full Call for Papers and a timeline for the submission and review process are available at http://explore.tandfonline.
One-page summaries and queries should be submitted to firstname.lastname@example.org. However, kindly note that manuscripts are *not* to be sent to this email address (see the Call for Papers for submission instructions).