Editorial Policies

Focus and Scope

The Educational Collaborative (TheEC) offers to all stakeholders in education_ individuals involved in academe and professionals outside academe_ a forum on education. It recognizes education as a multifaceted field that informs and is in turn informed by many professions, professional experiences, and outcomes.

It seeks contributions from individuals in academic or other professional arenas who, through research and professional practice observations, are committed to advancing the field of education.  Recognizing the assortment of students, faculty, disciplines, and professional expectations within the educational domain, TheEC actively encourages multifaceted perspectives and insights from educational practitioners, their “clients”, and affiliates.  TheEC welcomes contributions from:

·         Students at all levels of higher education

·         Classroom instructors, college professors, researchers, educational administrators and policy makers, etc.

·         Education media/technology specialists, librarians, school counselors, etc.

·         Professionals outside academe whose insights, practices, and experiences could enhance educational systems and outcomes

The Educational Collaborative platform will foster a comprehensive and critical appreciation of constructive educational choices. Contributions to the TheEC journal will be peer reviewed and should be submitted in the form of research studies, essays, descriptive narratives, field reports, or well documented discussions centered on but not limited to one or more of the following areas:

·         Curriculum breadth, balance, and depth

·         Curriculum focus and relevance to society (local and global)

·         Learners and learning; teaching and learning

·         Character development

·         School safety (cyber bullying, school violence, retention, dropout, peer pressure, etc.)

·         Schools’ wellness (drug abuse, obesity, etc)

·         School sustainability (finance, budget, facilities, administration, leadership)

·         Culture, linguistics, language acquisition, and learning (ESL, migrants, culturally responsive pedagogy and andragogy)

·         Technology and learning

·         Pre-service to veteran teacher needs and practices

·         Meaningful modes of assessment for learning, instruction, and administration

·         Special education and Gifted programs

·         Continuous learning and professional development of faculty

·         Parental and community impact on learning

·         School-to-work transition and success

 

 

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Research Studies

Editors
  • Angela Ansah, Associate Prof. & Assessment Director (TE), Graduate Studies, Samford University
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Action Research

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

The Educational Collaborative is a peer reviewed journal using a double-blind review process. Manuscripts will be acknowledged by the Editor upon receipt and, following a preliminary review, will be forwarded by the Editor to at least two members of the Editorial Review Board. Following the completion of the review process, the Editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it.

TheEC welcomes original manuscripts. Submission of a manuscript implies that:  the work described has not been published before; it is not under consideration for publication elsewhere; and that if and when the manuscript is accepted for publication, the author(s) agree to automatic transfer of the copyright to the publisher.

 

 

Publication Frequency

During TheECs initial year, individual items can be published as soon as they are ready, by adding them to the "current" volume's Table of Contents. The expected frequency of publication for 2010 will be one.

In subsequent years, journal items will be published collectively, as part of an issue with its own Table of Contents. The expected frequency of publication for 2011 onwards will be two times a year.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 

A Detailed Description of The Educational Collaborative

The Educational Collaborative (TheEC), is an intellectual endeavor that seeks contributions from individuals in the academic and professional arena who, through their research and observations of professional practice, are dedicated to advancing the field of education. TheEC, in recognition of the assortment of students, faculty, disciplines, and professional expectations of the educational domain, actively seeks out the multiple perspectives and rich insights from educational practitioners, their “clients”, and affiliates.  Consequently, TheEC welcomes contributions from:

·         Students at all levels of higher education

·         Classroom instructors, college professors, researchers, educational administrators and policy makers, etc.

·         Education media/technology specialists, librarians, school counselors, etc.

·         Professionals outside academe whose insights, practices, and experiences could enhance educational systems and outcomes

The Educational Collaborative offers to all stakeholders a forum for education as a multifaceted field that informs and is in turn informed by many professions and professional experiences. TheEC believes that such a platform will give rise to an in depth comprehensive and critical appreciation of constructive education choices. In this “global” context, educators and the educated should approach education in an appropriately varied and responsive manner across disciplines to meet the various educational needs. Contributions to the journal on educational and related issues will be peer reviewed and should be submitted in the form of research, essays, field reports, or well documented discussions which include but are not limited to one or more of the following areas:

·         Curriculum breadth, balance, and depth

·         Curriculum focus and relevance to society (local and global)

·         Learners and learning (Pre-K-16)

·         Character development

·         School safety (cyber bullying, school violence, etc) & Wellness in schools (drug abuse, obesity, etc)

·         School sustainability (finance, budget, facilities, administration, leadership)

·         Culture, linguistics, language acquisition, and learning (ESL, migrants, culturally responsive pedagogy)

·         Technology and learning

·         Pre-service to veteran teacher needs and practices

·         Meaningful modes of assessment for learning, instruction, and administration

·         Special education and Gifted programs

·         Continuous learning and professional development of faculty

·         Parental and community impact on learning

·         School-to-work transition and success

 

 



 



ISSN: 2151-8548