Call for Chapter Proposals – Handbook of Communication and Disability

Call for Chapter Proposals

Deadline:         November 30, 2020
Book project: The Palgrave Handbook of Communication and Disability
Publisher:        Palgrave-MacMillan
Editors:            Michael S. Jeffress, PhD, Tennessee State University
Jim Ferris, PhD, University of Toledo
Joy M. Cypher, PhD, Rowan University
Julie-Ann Scott-Pollock, PhD, University of North Carolina Wilmington

We welcome proposals for original scholarship, meta-analysis studies, and theoretical essays from communication scholars who approach the topic of communication from a disability studies frame.  We desire a wide variety of methodological approaches and diverse theoretical frameworks. We invite proposals from any sub-discipline of communication studies; however, we are not seeking proposals related to representation in film, television, or print media.  We encourage proposals that explore the insectionalities of disability with race, gender, and sexual orientation, as well as the voice of disability in social movements related to social and environmental justice.

Project timeline:

11/30/2020 – Review of proposals begins
1/1/2021 – Invite contributors of selected proposals to submit full chapters for review
4/30/2021 – Deadline for first drafts
6/30/2021 – Feedback returned
9/30/2021 – Final drafts due
11/30/2021-Manuscript delivered

To submit, please send to mjeffres@tnstate.edu with “Handbook CFP” in the subject line a Word document containing your working title, abstract of no more than 200 words, and a brief bio that lists the author(s) highest earned degree and institutional affiliation.

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Educational Technology, Instructional Design, and Online Learning Conferences 2020 & 2021

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #44. Please refer to Wright’s complete list for other conferences as well as each conference website for more details. Each year I attend AECT, AERA, and 1-2 other conferences. I use this list to identify what other conferences I might attend. Thus, this list is focused on my research interests and/or convenient or interesting locations. However, with COVID-19, conference travel has stopped and moved virtual in most places. Double check each conference because some more are bound to be canceled.

Educational Technology and a Few Education Conferences for December 2020 to June 2021, Edition #44

December 2020

January 2021

February 2021

March 2021

April 2021

May 2021

June 2021

July 2021

August 2021

 

September 2021

October 2021

November 2021

March 2022

June 2022

July 2022

August 2022

October 2022

February 2023

March 2023

July 2023

October 2023

  • October 17-21, 2023 Association for Educational Communications and Technology (AECT) International Convention. Doubletree by Hilton, Orlando, Florida, USA. https://aect.org/allevents.php

 

 

 

 

 

 

 

 

 

 

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Call for articles – The discourses of Gender, Violence and Social Inequality in the era of digital communication

CALL FOR ARTICLES
Quaderns de Filologia ? Linguistics Series vol. 26 (2021)
(https://ojs.uv.es/index.php/qfilologia/index)

Title of volume: The discourses of Gender, Violence and Social Inequality in the era of digital communication

Editors:
Sergio Maruenda Bataller (Universitat de Val?ncia)
Dolors Palau Sampio (Universitat de Val?ncia)
Maite Taboada (Simon Fraser University)

Summary:
This volume aims to study and analyse the public discourses on gender, violence and social inequality in the so-called digital media (Couldry 2012) and, more precisely, their evolution and political, cultural, social and ideological impact on these in the digital era and ?new? forms of social, institutional and political communication (Fuchs 2007; Bennet & Segerberg 2013; Winseck 2017). This volume aims to gain insights into the discourses generated and communicated through the so-called Internet society (Castells 2001), as we reach the 25th anniversary of the net. Thus, the present volume adopts a critical and communicative theoretical approach to the analysis of the current discourses that linguistically and discursively construct and constitute gender, violence and social inequality (Critical Discourse Studies, Flowerdew & Richardson 2018), as forms of cognitive and social representation that may become hegemonic or peripheral (Butler 1990; Bell 1991; Wodak 2001; Lazar 2005; Fairc
lough 2006; van Dijk 2008; Cotter 2010; Erlich, Meyerhoff & Holmes 2014).

Although not restricted to a specific methodology, this volume advocates for mixed-method approaches that combine qualitative research and corpus-based analyses for the identification of recurrent and ?normalised? discourse patterns (Corpus-Assisted Discourse Studies [CADS] – Mautner 2009; Baker et al. 2008; Partington et al. 2013; Gabrielatos & Duguid 2014; Baker & Levon 2015).

Themes:
1.      Discursive (multimodal) studies on specific topics and aspects on gender, violence and social inequality in the digital media, including press, social media, and other forms of institutional, social and political communication. Examples:
a.      The discursive representation of gender violence
b.      Women in the new forms of communication
c.      The ideological construction of diverse identities and LGTBQphobia.
d.      The discourses on migration
e.      The discourses on extremism and hate
f.      The discourses on disabilities
g.      The discourses on aporophobia
h.      etc.

2.      Historical (diachronic) and contrastive studies among cultures, languages and semiotic modes (Potts et al. 2005).
3.      Methodological proposals and models of qualitative and/or quantitative analysis of the themes of the volume.
4.      Corpus compilation and description on gender, violence and social inequality.

Abstract submission*
Proposals must be sent to:
sergio.maruenda@uv.es
Subject: abstract QF ELING 2021 Until December 15, 2020

Communication of acceptance     From January 1, 2021 to January 7, 2021

Deadline for submission of originals (full article)
Proposals must be sent to:
sergio.maruenda@uv.es
Subject: article QF ELING 2021  May 1, 2021
Peer-reviewing process  from May 1, 2021
Publication of volume   December 2021

* Abstracts must be 250-300 words, excluding references. Please provide title, author, affiliation + email, text, keywords (5), references.

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Special Issue Call for Proposals Theme: Informal Learning in Online Social Communities

Special Issue Editor
Enilda Romero-Hall, Ph.D., Associate Professor of Education, IDT Graduate Coordinator,
University of Tampa, eromerohall@ut.edu

Introduction

In education and training settings, we often discuss the term informal learning to address learning experiences that do not follow a specific curriculum and are not restricted to a specific environment (Richter, Kunter, Klusmann, Lüdtke, and Baumert, 2011). Other definitions of informal learning refer to education that is never organized, has no set objectives, and is not intentionally undertaken as a learning activity (Werquin, 2007). It is very possible that learners can shift seamlessly between formal and informal learning (Moore, 2016). Additionally, Moore (2016) states that during informal learning, the learners may or may not realize that they are acquiring new information. Eraut (2004) refers to this type of informal learning as implicit learning. Eurat (2004) also distinguishes two other types of informal learning: reactive and deliberate learning. Reactive learning refers to a situation in which the individual is aware that informal learning is occurring; however, it happens spontaneously in a specific context. Deliberate learning refers to informal learning that occurs when an individual takes time to think about how and where to gather information. Today online social communities in social networking sites, listservs, messaging apps, online discussion forums, workplace networks, and others facilitate creating and sharing information. It has been argued that, through these multi-user connections and support systems, individuals engaged can, in turn, have access to content and participation in informal learning experiences (Rehm & Notten, 2016).

Potential Topics

This special issue of JAID seeks contributions from K-12, higher education, business, and workplace contexts that focus on how the instructional design of informal learning in online social communities is shaping learning experiences. Potential topics to address include but are not limited to:

  • Benefits and drawbacks of informal learning
  • Informal learning and identify formation
  • Bringing between formal and informal learning
  • Bringing between different types of informal learning
  • Lurking as a mechanism for informal learning
  • Informal learning in the workplace online social communities
  • Social justice movements and informal learning
  • Informal learning in online social communities across cultures
  • Examples of informal learning in online social communities in different settings

JAID Article Types In line with JAID standards, submitted articles must fall under one of the following three types:

Instructional Design Practice: This is an applied journal serving a practicing community. Our focus is on what practitioners are doing in authentic contexts and their observed results. These articles cover topics of broad concern to instructional design practitioners. The articles should represent issues of practical importance to working designers.

Research Studies on Applied Instructional Design: JAID is interested in publishing empirical studies exploring the application of instructional design principles in applied settings. Quantitative and qualitative studies are welcome.

Instructional Design/Performance Design Position Papers: JAID also accepts position papers that attempt to bridge theory and practice. Examples may include conceptual frameworks and new ideas facing the instructional design community. The paper must also provide enough information to allow the replication of the innovation or continuation of the research in other settings. Position papers must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the potential generalizability or value of the innovation.

Timeline for Special Issue

November 9, 2020 Call for Proposals for the Special Issue on “Informal Learning in Online Social Communities” is open.

December 11, 2020 Outline of 500 words of the proposed manuscript due by 10 pm (EST): https://tinyurl.com/JAIDInformalLearningCFP

January 11, 2021 Invitation to submit a full manuscript sent to authors. Important: An invitation to submit a complete manuscript does not guarantee the manuscript will be published; all manuscripts must still undergo a full peer-review process.

March 26, 2021 Full manuscripts due.

Proposal Submission Information

Please upload a PDF file with your name, institution, and email address as well as a brief overview (approx. 500 words) of the proposed article using the following link: https://tinyurl.com/JAIDInformalLearningCFP for initial review. If accepted for full manuscript review, you will be contacted by the special issue editor and directed to the JAID portal for where you will submit your full manuscript per the schedule provided. We kindly ask authors to also serve as reviewers for the submissions. Thank you.

Full Manuscript Submission Information

Full manuscript submissions must be prepared according to the JAID guidelines: https://www.jaid.pub/call. The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by the Association for Educational Communications and Technology (AECT).

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Special Issue: Teacher Education in the Online Environment

Teacher Education in the Online Environment

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.

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

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Special issue on Online/Remote/Distance Supervision

Special issue on Online/Remote/Distance Supervision

Special issue editors: Swapna Kumar, University of Florida, USA Gina Wisker, University of Bath, UK 

The main focus of this special issue is experiences, practices, and challenges of online/remote/distance supervision in doctoral programs and professional educational development for online/remote/distance supervisors. Supervisors and students have needed to suddenly engage in research supervision at a distance during COVID-19, adapting their earlier practices and collaborating on research projects in the online environment. At the same time, there are several doctoral programs that have previously included online components, or been offered completely online, and supervisors have also worked with doctoral candidates at a distance in the past. We invite contributions that focus on supervisor, student, staff, or institutional experiences with online/remote/distance supervision. We use the term online/remote/distance supervision to encompass virtual, remote, or distance supervision of research in doctoral contexts. 

Contributions that are data-driven and use quantitative, qualitative, and mixed-methodologies, as well as experiential and reflective work grounded in research are welcome. Possible topics could include: 

  • Practices and strategies in online/remote/distance supervision 
  • Challenges and affordance in online/remote/distance supervision 
  • Relationship-building during online/remote/distance supervision 
  • Teaching and learning and research skills during online/remote/distance supervision 
  • Student well-being and support 
  • Supervisor well-being and support 
  • Professional educational development for supervisors on online/remote/distance supervision 
  • Writing and research feedback in online/remote/distance supervision 
  • Co-supervising online/remotely 
  • Learning environments and technologies in online/remote/distance supervision 
  • Dealing with change when transitioning to online/remote/distance supervision 
  • Cohorts and community in online/remote/distance supervision 
  • Addressing diversity when supervising online/remotely 

Proposals on related topics are also welcome. 

Dates and deadlines:
Abstracts (about 250 words) for articles should be sent to both Swapna Kumar (swapnak@ufl.edu) and Gina Wisker (gw647@bath.ac.uk) by October 1, 2020
Complete articles will be due by February 1, 2021 (to be submitted online directly to the Innovations in Education and Teaching International Taylor and Francis Scholarone journal system, for review)

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Call for Papers: Perspectives on COVID-19

Impacts on Children, Youth, Families, and Educators and the Roles of Human Services Professionals Addressing Diverse Needs

Background

The COVID-19 pandemic has significantly altered the daily lives of children and youth, their families and educators, and society as a whole (Wang et al., 2020).

For instance, at present, students are learning via online instructions; families are responsible for schooling and child care, supporting their children’s mental health, and managing their own work and/or precarious new or exacerbated financial and health concerns; and educators are working to support their students via uncharted methods.

The deleterious impacts of the COVID-19 pandemic are disproportionality harming marginalized groups (e.g., racial/ethnic minorities, low socioeconomic status communities, undocumented Americans, people with disabilities, English language learners) that are more vulnerable due to systemic inequalities.

Some of these include structural racism, discrimination in healthcare, residential instability, and lack of access to necessities to facilitate educational success, including internet access (Chow et al., 2020; Ji et al., 2020; Wenham et al., 2020). The broader impacts of this pandemic are unknown and far reaching.

Details

This School Psychology special issue, Perspectives on COVID-19: Addressing Diverse Needs of Children, Youth, Families, Educators, and Human Service Professionals, welcomes manuscripts (concept and review papers as well as empirical studies utilizing quantitative, qualitative, or mixed methods) that address the impact of COVID-19 pandemic on youth and their families, educators, allied human services professionals, and the systems in which they work.

This is an open invitation to submit manuscripts that aim to address a paucity of research and scholarship on an emerging and critically important topic.

We are interested in manuscripts related to documenting the impact of COVID-19 as well as relevant assessment and intervention research that might support youth, families, educators, and allied professionals during this unprecedented time, as well as systemic issues in addressing a wide range of needs.

Manuscripts may be centered on the experiences and needs of and supports for the previously mentioned members of school communities in the home or community context.

We are particularly enthusiastic about submissions related to youth who may be most vulnerable to the educational impacts of COVID-19, including youth with disabilities (and highly specialized programs addressing their needs), English language learners, undocumented children and families, and youth in foster care, experiencing homeless, or are impacted by the juvenile justice system.

We are also interested in submissions related to the experiences of educators, school-based mental health professions, and others involved in the K-12 and postsecondary educational system.

Timeline

  • All manuscripts are subject to peer review consistent School Psychology peer review guidelines.
  • Revisions sent back to authors by February 15, 2021
  • Revised manuscripts due March 15, 2021
  • Revised manuscript sent out for re-review, if needed.
  • Final decisions by May 1, 2021
  • Publication date July 2021

References

Chow, N., Fleming-Dutra, K., Gierke, R., … & Roguski, K. (2020). Preliminary estimates of the prevalence of selected underlying health conditions among patients with coronavirus disease 2019—United States, February 12–March 28, 2020. Morbidity and Mortality Weekly Report69, 382–386. Retrieved May 28, 2020, from https://stacks.cdc.gov/view/cdc/87230

Ji, Y., Ma, Z., Peppelenbosch, M. P., & Pan, Q. (2020). Potential association between COVID-19 mortality and health-care resource availability. Lancet Global Health8, e480. doi: 10.1016/S2214-109X(20)30068-1

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet395, 945–947. doi: 10.1016/S0140-6736(20)30547-X

Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. Lancet395, 846–848. doi: 10.1016/S0140-6736(20)30526-2

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Call for Papers: Innovations in Remote Instruction: Impact on Students’ Socioemotional and Cognitive Outcomes

Innovations in Remote Instruction:
Impact on Students’ Socioemotional and Cognitive Outcomes

A special issue call for papers

Among the pressing concerns raised to the forefront amid the COVID-19 pandemic are the best modes and practices of remote instruction. Technology, Mind, and Behavior is seeking empirical manuscripts for consideration in a special issue on the impact of technology used in the service of remote instruction and on the innovative teaching practices that use technology in new ways to meet student needs.

Some factors to consider include:

  • the technology used for instructional delivery
  • educators’ pedagogical practices
  • educators’ proficiency using technology
  • the accessibility of the technology to intended learners
  • the cognitive and socioemotional outcomes of students’ increased exposure to remote instruction

The editorial team hopes that this issue will foster informed discussion and research concerning students’ current education and responses to that education, particularly at a time in which remote instruction is increasingly used.

Technology, Mind, and Behavior is an open access journal wherein articles are made open immediately upon publication, promoting broad access to the content.

LEARN MORE
Authors who are unclear as to whether their proposal fits within the scope of the special issue are encouraged to email Danielle McNamara at dsmcnamara1@gmail.com

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Special Issue “Pivoting from Diversity Toward Transformative Scholarship and Practice for Advancing Equity in Higher Education”

Special Issue Editors

Dr. Sylvia Hurtado Website
Guest Editor
School of Education and Information Studies, University of California, Los Angeles, CA 90095-1521, USA
Interests: campus racial climates; diversity in higher education; diversifying the science, engineering, mathematics, and the biomedical workforce; organizational change and transformation
Dr. Krystle Palma Cobian Website
Guest Editor
Fielding School of Public Health, University of California-Los Angeles. CA 90095-1772, USA
Interests: underrepresented students in STEM; quantitative critical methods; campus sexual violence; women of color in higher education; postsecondary career development; organizational change in higher education

Special Issue Information

Dear Colleagues,

Recent events of the COVID-19 global pandemic, coupled with racial protests in response to police brutality, have made explicit the widespread inequality and structural forms of racism that impact social progress and the wellbeing of marginalized communities in the United States. In response to the structural oppression laid bare by this historic moment, we witnessed decision-makers within higher education faced with demands for action to change practices and policies. This time period required urgent decisions ranging from campus closures, removal of racist emblems (e.g. confederate statues and building names), efforts to combat anti-black racism, shifting to virtual instruction, and determining how to support students, staff, and faculty. While some campus leaders took time to pause, reflect, and pivot toward actions that centered the challenges of the most marginalized groups in higher education, it is evident from the decisions and public statements of many college leaders that structural forms of oppression continue to be neglected in coming up with equitable solutions.

This time period presents an opportunity for researchers and educators to also pause, rethink, and pivot research approaches in order to authentically address the needs of historically underserved groups in higher education (Hrabowski, et al., 2020). Indeed, while higher education largely reflects society, it can also reflect the society we aspire to become (Bowen, 1977; Hurtado, 2009).

While scholarship focused on increasing or valuing diversity in higher education has been a common approach and strategy for social justice, the problems within higher education and society require scholarship and solutions that address deeply rooted structural inequality. In other words, higher education must pivot away from research and practices that cater generally to diversity, and pivot toward scholarship and empirical work that addresses the multi-layered, nuanced, power-infused, and dynamic nature of structural inequity. Higher education scholarship can, and must, reflect the society that we aspire to become. Advancing equity in postsecondary education involves all areas of academic, career and democratic outcomes for historically marginalized groups at many levels of education. We seek papers that illuminate how transformational research, theory and practice can be conducted and implemented in higher education contexts (Hurtado, 2015; Mertens, 2007; 2008; 2010) using identity-conscious, equity-minded strategies toward advancing progress for students, faculty, and leadership from marginalized communities (Arday & Mirza, 2018; Dowd & Bensimon, 2015; Harper, 2016).  It is not enough to demonstrate differences and inequality, now is the moment for researchers and educators to move toward solutions and perspectives that empower communities.

Distinguishing features of the transformative paradigm in research and practice include an expressed concern for the vulnerability of populations in the research process, identifying the issues and the complex web of structural and individual factors that reinforce unequal outcomes, tensions between researchers and communities, and use of alternate frames and evidence that bring about greater awareness of educators’ roles in maintaining the status quo or enhancing capacities for change. Transformative research incorporates many forms of qualitative, critical quantitative, and mixed methods research techniques (Merton, 2008), but differs in axiology, ontology, and epistemology embedded in other paradigms (Hurtado, 2015).

The purpose of this special issue of Education Sciences is to seek work that helps researchers and educators see their worlds differently, pushes the boundaries on research, theory, and practice to advance equity and social justice in higher education and implications for social mobility (e.g., careers). This entails not only identifying the problem(s) but interrogates more complex dynamics that reproduce inequality and identifies opportunities for radical transformation and empowerment of marginalized students, faculty, and institutions. Understanding that this moment marks an opportunity to re-envision higher education and society, proposals to this special issue of Education Sciences might address one or more of the following questions:

  • How can higher education research paradigms, methods, and forms of scholar-activism address inequality or structural forms of oppression to support student success, persistence, and retention?
  • What new possibilities in higher education practices and policies advancing equity can emerge?
  • What structures (systemic policies and practices) and assumptions (ideologies) need to change to achieve greater equity in outcomes and processes?
  • As ideologies and research paradigms shift, what new language is formed and how does that impact research and practice?
  • What are transformative examples of research and practice that can offer guidance for radical social change in higher education?

We encourage submissions from scholars in higher education and related fields, including those involving interdisciplinary collaboration.

We look forward to reviewing your contributions to advancing equity and social justice in higher education.

References

Arday, J. & Mirza, H.S. (2018). Dismantling race in higher education: Racism, whiteness, and decolonizing the academy. Palgrave McMillan.

Bowen, H. (1977). Investment in learning: The individual and social value of American higher education. San Francisco: Jossey-Bass.

Dowd, A. & Bensimon, E. (2015). Engaging the “race question”: Accountability and equity in U.S. higher education. Teachers College Press.

Harper, S. R. (2016). Closing the opportunity gap: Identity-conscious strategies for retention and student success. Stylus Publishing, LLC.

Hrabowski, F. A., Tracy, J. K., & Henderson, P. H. (2020). Opinion: At a Crossroads: Reimagining science, engineering, and medicine—and its practitioners. Proceedings of the National Academy of Sciences117(31), 18137-18141.

Hurtado, S. (2009). Assessing higher education’s advancement toward a new vision of society. Diversity & Democracy: Civic Learning for Shared Futures, 12 (1), 1-3.

Hurtado, S. (2015). The transformative paradigm: Principles and challenges. In A. Alemán, B. P. Pusser, & E. Bensimon (Eds.), Critical approaches to the study of higher education (pp. 285– 307). Baltimore, MD: Johns Hopkins University.

Mertens, D. M. (2010). Philosophy in mixed methods teaching: The transformative paradigm as illustration. International Journal of Multiple Research Approaches, 4(1), 9-18.

Mertens, D. M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3), 212-225.

Mertens, D. M. (2008). Transformative research and evaluation. Guilford press.

Dr. Sylvia Hurtado
Dr. Krystle Palma Cobian
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI’s English editing service prior to publication or during author revisions.

Keywords

  • anti-racism
  • diversity and equity
  • equity in higher education
  • culturally responsive higher education practices
  • minority serving institutions
  • intersectionality in higher education
  • student activism
  • faculty diversity
  • transformative leadership
  • social justice education
  • diversity controversies and debates
  • equity-driven policies and practices
  • empowering marginalized groups
  • multiple social identities
  • research paradigms and marginalized communities
  • specific racial/ethnic identity groups

Published Papers

This special issue is now open for submission.
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Call for Chapters: Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments

Call for Chapters
Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments

Editors
Margaret (Maggie) Niess
Oregon State University
niessm@oregonstate.edu

Henry Gillow-Wiles
Oregon State University
gillowwh@oregonstate.edu

Submission details
Submit proposals to: https://www.igi-global.com/publish/call-for-papers/call-details/4854
Proposal submission deadline: October 24, 2020
Notification of acceptance: November 7, 2020
Full chapters due: February 21, 2021

Introduction
How can students learn safely amid the challenges of the global pandemic? Currently, it is not safe to have them crowded in a classroom engaged in face-to-face learning. The challenge has forced K-12 teachers to think differently about teaching.  Unexpectedly, and with little warning, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus. The critical questions include: Has this shift assured that students will learn the identified essential content and skills for the 21st century?  Will they develop the skills identified through the 4C’s: communication, collaboration, critical thinking, and creativity (Thoughtful Learning Organization, 2016)?  The rapid shift of K-12 education to being online left educators and parents lacking in confidence that students will receive an appropriate education through the virtual environments proposed for keeping students safe. The speed with which this transition was made prevented educators from developing the necessary knowledge and skills needed to create engaging learning in the unfamiliar virtual environment. Superficial observations of the online features and organizations for virtual environments suggest these environments lack key elements for guiding students in engaging in the skills such as those identified by the 4C’s. A more serious question is: Are the bold claims true that students cannot learn online in virtual environments? Some say that teachers lack the knowledge of how to think about online teaching in a virtual environment. This claim begs the question: Are today’s teachers simply applying their classroom strategies as they have done in their face-to-face classrooms, only now in front of a web camera?

 

Objective of the book
The primary objective of this book is to gather and present actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The chapters will provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions. The ideas and frameworks will present effective online pedagogical reasoning for the redesign and implementation of K-12 virtual classrooms.

Target audience
The target audience includes:

  • K-12 teachers, various content and various grade levels
  • Teacher educators
  • Educational designers and developers (Preservice, Inservice, or Professional development
  • Instructional technology faculty
  • Distance learning faculty

 

Topics of interest for a chapter for one of these three primary sections:

  1. Foundations for transforming teachers’ online pedagogical reasoning. Chapters for this section provide theoretical models/frameworks for teacher development programs toward transforming teachers’ online pedagogical reasoning strategies for constructing virtual learning experiences.
  2. Best practices and pedagogical reasoning for K-12 grade levels. Chapters in this section provide actual learning activities based on best practices and pedagogical reasoning supported by current foundations for transforming teachers’ online pedagogical reasoning with respect to specific grade levels. Grade levels under consideration are elementary school, middle school, and high school.
  3. Best practices and pedagogical reasoning for K-12 content areas. Chapters in this section provide actual learning activities based on best practices and pedagogical reasoning supported by current foundations for transforming teachers’ online pedagogical reasoning with respect to K-12 content areas. Content areas under consideration are mathematics, science, language arts, and social studies/history.

Submission procedure
Researchers and practitioners are invited to submit on or before October 24, 2020, a chapter proposal of 1,000 to 2,000 words clearly explaining the virtual learning mission and concerns, including a detailed plan for the proposed chapter. Use the following guidelines  for creating your proposal.

  1. For foundations chapters (section 1) describing the model/framework for programs for transforming teachers’ knowledge and pedagogical reasoning for constructing virtual learning experiences provide the:
  • Aim and/or mission of the model/framework.
  • Theoretical and research frameworks.
  • Implementation for – preservice, inservice and/or professional development.
  • The kinds of learning experiences that might align with the model/framework.
  • Directions for future examination.
  1. For best practices and pedagogical reasoning for K-12 grade level or content area chapters (sections 2 and 3) provide:
  • The goals and mission for the virtual learning experience.
  • The model/framework used to guide the development of the virtual learning experience.
  • The specific virtual learning experience for the grade level/content area of interest.
  • The online pedagogical reasoning and online instructional strategies for the virtual learning experience.
  • The successes with this virtual learning experience.
  • The concerns and challenges for this virtual learning experience.
  • Directions for future examination.

All proposals should be submitted through the eEditorial Discovery® online submission manager.  Submit your proposal through this link:

https://www.igi-global.com/publish/call-for-papers/call-details/4854

Authors will be notified by November 7, 2020 about the status of their proposals and if selected, will be sent chapter guidelines. Full chapters are expected to be submitted by February 21, 2021, and all interested authors must consult these guidelines for manuscript submissions prior to submission.

https://www.igi-global.com/publish/contributor-resources/before-you-write/

All submitted chapters will be reviewed using a double-blind review process. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments. All manuscripts are accepted based on a double-blind peer review editorial process.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2022.

 

Important dates
October 24, 2020: Proposal Submission Deadline
November 7, 2020: Notification of Acceptance
February 21, 2021: Full Chapter Submission
April 21, 2021: Review Results Returned
June 2, 2021: Final Acceptance Notification
June 16, 2021: Final Chapter Submission

 

Inquiries
For more information regarding this project, please contact either:
Maggie Niess (niessm@oregonstate.edu)
Henry Gillow-Wiles (gillowwh@oregonstate.edu)

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