Call for Papers: Perspectives on COVID-19

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


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.


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.


  • 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


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

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.

Authors who are unclear as to whether their proposal fits within the scope of the special issue are encouraged to email Danielle McNamara at

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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.


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 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.


  • 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

Margaret (Maggie) Niess
Oregon State University

Henry Gillow-Wiles
Oregon State University

Submission details
Submit proposals to:
Proposal submission deadline: October 24, 2020
Notification of acceptance: November 7, 2020
Full chapters due: February 21, 2021

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:

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.

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.

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 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


For more information regarding this project, please contact either:
Maggie Niess (
Henry Gillow-Wiles (

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Call for Chapter Proposals: Quality in Online Programs: Approaches and Practices in Higher Education

Quality in Online Programs: Approaches and Practices in Higher Education

Swapna Kumar & Patricia Arnold, Editors

A Book in the Series “Leadership and Best Practices in Educational Technology Management” (Brill/AECT) – Christopher Miller and Anthony Piña, Series Editors

The book will focus on approaches and practices adopted for quality assurance, measurement, and management in online programs within higher education. There is an abundance of literature on online course design, facilitation, and quality, but fewer resources for those looking to create, improve, and evaluate online programs in higher education. Chapters in this book will provide cases about how leaders, programs or institutions implemented, measured, and sustained quality in online programs, and will end with specific resources and recommendations for others.

We welcome chapter proposals that address the following topics related to quality in online programs:

–       Educational technology and instructional design support

–       Quality assurance and continuous improvement procedures

–       Program outcomes, student retention, student professional growth, etc.

–       Curriculum quality and learning effectiveness

–       Online student support and satisfaction

–       Accessibility and diversity

–       Online student advising and mentoring

–       Online community-building

–       Faculty development and support

–       Faculty engagement and satisfaction

–       Support and professional development for leaders/administrators

–       Quality of internships/practicum/projects

–       Quality in online program processes (e.g. admissions, orientations, library/career services)

–       Institutional policies and strategy

We also welcome proposals on other topics that are not included in the list above, but that focus on online program quality.


Chapters will be under 6000 words and include:

  •     the context (of the online program or online programs at an institutional level)
  •     the implementation of quality assurance and measurement procedures, with provision of background or rationale for the decisions made
  •     the processes, instruments or methods used
  •     lessons learned, and outcomes/impact
  •     best practice recommendations for program leaders/other institutions.


We request brief proposals by September 5, 2020 that will include:

  •     The title of the chapter
  •     Details of author(s) and contact information
  •     Description (under 1000 words) of the proposed focus of the chapter, including the implementation context (institution/online program), quality assurance procedures or methods, and lessons learned/impact. 

Proposals can be submitted at


Timeline and Deadlines

Proposal Abstract Submission: September 5, 2020

Decisions to Authors: September 20, 2020

Full Submission of chapters: December 5, 2020

Peer Review process: December 10-February 1, 2021

Authors notified of peer-review feedback: February 15, 2021

Revised book chapters due: March 25, 2021

Final feedback: April 20, 2021

Final chapters due from authors: May 20, 2021


Please direct questions and inquiries to:


Dr. Swapna Kumar, University of Florida,

Dr. Patricia Arnold, Munich University of Applied Sciences,


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Journal of Applied Instructional Design Special Issue 2020 – Call for Proposals

Attending to Issues of Social Justice through Learning Design

Special Issue Editors 

Dr. Theodore J. (TJ) Kopcha, Associate Professor of Learning, Design, and Technology, Dept. of Career and Information Studies, University of Georgia.

Dr. Tutaleni I. Asino, Associate Professor of Educational Technology and Director, Emerging Technologies and Creativity Research Lab, Oklahoma State University.  

Dr. Lisa A. Giacumo, Assistant Professor of Organizational Performance and Workplace Learning, Director, Marginalized and Cross-Cultural Research & Design (MarCC R&D) Learning Tech Group Lab, College of Engineering, Boise State University.  

Ms. Katherine Walters, Doctoral Student of Learning, Design, and Technology, Dept. of Career and Information Studies, University of Georgia.


Across the globe, recent events have brought the reality and consequence of inequality and oppression to the forefront of our awareness. Economic and racial disparities in healthcare exposed by COVID-19 intersect with outrage over a neglect for basic human rights, creating an urgent and pressing need to address the systemic nature of such issues. As the educational community moves into conversation and action around these systemic inequalities, many are asking, “What can I do?” 

At first glance, the field of learning, design, and technology seems an unlikely context for taking up such issues. Scholars in our field have a rich history of studying the ways that technology improves learning and performance in various educational contexts. While this perspective is an undeniable part of our field’s identity, it is also arguably a narrow one. It ignores a growing interest and focus on learning design and the role that technology can play in addressing ongoing and longstanding issues of systemic injustice and oppression.

The reality is that our field is not merely a collection of tech-savvy scholars. We are a diverse, interdisciplinary group of educators who engage in learning design in very complex and creative ways. Broadly speaking, our work explores how the purposeful analysis and design of learning environments can address persistent problems in a variety of educational and organizational settings (e.g., McKenney & Reeves, 2017). We care deeply about the learner and the learner’s experience, and how to support that experience best in a given context. To achieve this goal, we blend theory and technology in new and novel ways to develop, implement, and evaluate the efficacy of both instructional and non-instructional interventions. For many of us, this entails working in and pushing back against systems that promote or perpetuate injustice and inequality. 

Whether we have consistently engaged in this work, or are brand new to these considerations, now is an opportune time to reflect on the role of our field in enacting social change. In this special issue, we therefore explore the following questions: 

How can learning design be applied and leveraged to promote social, political, and economic change? And what role can we, as designers, play in that work? 

Article Types

We specifically seek contributions from K-12, higher education, and other organizational or workplace contexts (e.g., non-profit organizations, government, corporate) that focus on how learning design can serve as a tool for pushing back against and/or changing systems that often promote or perpetuate injustice and inequality. Such work will likely deviate from more traditional instructional design and performance improvement approaches or improve upon them in some way to address topics that include but are not limited to:

  • Culturally-situated and cross-cultural approaches to instructional design and research 
  • Improving performance in the context of workplace inequity 
  • Participatory models of learning (e.g., Youth-led Participatory Action Research)
  • Long-term projects that address disparity issues regarding access to technologies and resources (e.g., digital and pedagogical divide)
  • Applications of critical theory in learning design
  • Ethical and responsible (i.e., humanizing) concerns regarding the collection, analysis, and presentation of data and findings

Potential contributions will be evaluated first and foremost for their attention to specific social and political issues, such as: inequities in access and/or instruction based on race, culture, ethnicity, gender identity, etc.; power dynamics that create or sustain an environment of unequal opportunities or expectations; disparities in identifying/designing opportunities for learning based on race, culture, or dis/abilty. Examples of such work includes:

  • Asino, T., Giacumo, L., & Chen, V. (2017). Culture as a design “next”: Theoretical frameworks to guide new design, development, and research of learning environments, The Design Journal, 20(1), 875-885. 
  • Bradshaw, A. (2018). Reconsidering the instructional design and technology timeline through a lens of social justice. TechTrends, 62, 336-344.
  • Hackman, H. & Rauscher, L. (2004). A pathway to access for all: Exploring the connections between universal instructional design and social justice education, Equity & Excellence in Education, 37(2), 114-123.
  • Lawton, C., Kopcha, T., Walters, K., & Ocak, C. (2019). Digital, experiential, and embodied: Reckoning with the past in Putnam County, Georgia. ILCEA, 39,
  • Peters, D. J. T., & Giacumo, L. A. (2020). Ethical and Responsible Cross?Cultural Interviewing: Theory to Practice Guidance for Human Performance and Workplace Learning Professionals. Performance Improvement, 59(1), 26-34.  
  • Snow, K. (2016). Social justice or status quo? Blended learning in a Western Canadian teacher education program. Canadian Journal of Learning and Technology, 42(3), 1-17.
  • Souto-Manning, M., & Rabadi-Raol, A. (2018). (Re)Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42(1), 203–225.
  • Vakil, S. (2018). Ethics, identity, and political vision: Toward a justice-centered approach to equity in computer science education. Harvard Educational Review., 88(1), 26-52.

In addition, we recognize that concepts like justice, equality, and change are complex and multifaceted. Issues of social justice tend to be intersectional in nature, meaning 

that understanding the relationship among the factors involved is often more important than isolating and studying any single factor on its own. We therefore seek contributions that acknowledge and uphold those complexities rather than isolating or addressing them in a reductive manner. We believe that doing so will help promote the unique and innovative nature of learning design and organizational systems changes in addressing what have become long-standing issues in learning, education, organizational performance improvement, and change. 

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.


Important Dates

Sept 1, 2020 Announce CFP

Oct 16, 2020 Interested authors should submit contact information and a brief abstract (500 words) for initial review. Information will be collected using a Google Form:

Nov 16, 2020 Invitation to submit full manuscript sent to authors

Jan 1, 2020 Deadline for submission of full manuscripts; peer review begins

April 1, 2021 Decisions on initially submitted papers sent to authors

June 1, 2021 Revised manuscripts due

July 1, 2021 Final decisions and feedback on revised manuscripts Aug 1, 2021 Final manuscripts due by authors

Sept-Oct, 2021 Publication in 2021 Special Issue

*Authors may contact the editorial team to discuss relevance and fit prior to submitting their initial paper. 


Submission Process

Please prepare submissions according to the JAID guidelines:


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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Call for Papers: Education in the Time of Pandemic

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 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.

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Special Issue: COVID-19 and teaching and learning in the professoriate

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
Literature review Purpose of the study Appropriateness of conceptual/theoretical framework Research design/methods Results
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

Publisher: The Center for African American Research and Policy (CAARP) at

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Call for Chapters: Utilizing Visual Representation in Educational Research

Edited by: Harriet J. BessetteKennesaw State University
Camille Sutton-BrownKennesaw 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 ( and Camille Sutton-Brown ( 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

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Make Super Simple Videos

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