Flyer in pdf

CALL FOR MANUSCRIPTS

Themed Issue-Publication January 2009

Using Action Research to Improve Educational Practices

Guest Editor: Cher Hendricks, University of West Georgia

 

Twenty-first century educators work in a political climate that stresses increased student learning outcomes and the implementation of scientifically-based practices. Determining effective school-based practices is critical in meeting these expectations and assuring students are making appropriate educational progress. Action research has the potential to be a powerful change agent encouraging educators to more fully investigate and consider possible solutions for real-world problems. Educators engaged in action research efforts not only identify specific areas of inquiry and systematically examine possible alternatives, but they also enhance their practitioner knowledge and improve student learning. Action research empowers educators as decision-makers and self-regulated professionals.

 

The fourth issue of the Journal of Curriculum and Instruction (JoCI) focuses on the role of action research in professional development and how it may result in improved educational practices. Articles are sought describing the action research process and examples of action research conducted within schools. Other articles might address strategies for implementing and evaluating action research, or describe the successes and/or barriers to conducting action research in classrooms including ethical, time management, methodological, research design, and data analysis issues. Additionally, articles focusing on effective instruction about action research in teacher education and professional development are welcome.

 

Submission Deadline: June 15, 2008 at noon EST

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Transformative approaches to leadership challenge assumptions about traditional, hierarchical leadership models. Within transformative educational settings, all stakeholders (students, parents, teachers, staff, and administrators) are empowered as potential leaders charged with working collaboratively in the best interest of everyone involved. Transformative leadership offers the possibility for uniting educators in working toward a shared vision that can potentially improve both teaching and learning, especially in an educational environment in which high-stakes student and teacher accountability is considered paramount by policymakers and administrators.

The fifth issue of the Journal of Curriculum and Instruction (JoCI) focuses on the role of transformative leadership as a new paradigm for twenty-first century schools. Articles are sought describing transformative leadership theory and process, the resulting impacts or changes in educational practice and policy, and proactive examples of such leadership in our schools. The active involvement of teachers, community and business partnerships and civic leaders who collaboratively contribute to the vision and mission of schools may serve as examples of transformative school leadership. Other articles might address strategies for implementing and evaluating transformative leadership efforts, or describe the successes of and/or barriers to fostering transformative leadership. Additionally, articles focusing on instructional approaches that successfully cultivate transformative leadership in both school leader education and professional development are welcome.