Call for Papers
Special issue: Large-scale interventions in science education for diverse student groups in varied educational settings
Article first published online: 11 NOV 2010
Copyright © 2010 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 47, Issue 10, pages 1281–1282, December 2010
How to Cite
Lee, O. and Krajcik, J. (2010), Special issue: Large-scale interventions in science education for diverse student groups in varied educational settings. J. Res. Sci. Teach., 47: 1281–1282. doi: 10.1002/tea.20397
- Issue published online: 19 NOV 2010
- Article first published online: 11 NOV 2010
Current classroom practices interntionally have largely been shaped by changing student demographics and accountability policies. In the U.S., the school-aged population is becoming increasingly more diverse, while achievement gaps across content areas persist and in some area increasing. At the same time, more demands are being placed on all students as a result of high-stakes testing and accountability policies according to the No Child Left Behind (NCLB) Act of 2001. Educational innovations take place against such backdrop of changing student demographics and educational policies. Teachers are asked to provide reform-oriented practices based on content standards across subject areas to all students, while preparing their students to perform well on high-stakes tests. This presents challenges for teachers and intervention programs alike in meeting these multiple, often conflicting, demands.
JRST invites you to prepare a manuscript for the forthcoming issue on large scale interventions for diverse student groups in varied educational settings. The special issue will discuss challenges and failures as well as accomplishments and promises of such efforts. Interventions are defined broadly including, but not limited to, curriculum development, teacher professional development, instructional strategies, assessment, learning technologies, school restructuring, or school leadership. In a similar manner, student diversity in varied educational settings is defined broadly including, but not limited to, race, ethnicity, culture, language, social class, disability, and gender.
Kinds of Contributions
This special issue invites manuscripts that report on empirical studies or develop conceptual pieces that focus on large-scale interventions of educational innovations for diverse student groups in varied educational settings. You are encouraged to address such issues as the goal or purpose of the intervention, conceptual or theoretical framework guiding the intervention, the context in which the intervention took place, implementation of the intervention, methodologial approaches, and the intervention's effects on intended participants or participant groups. In addition, you are encouraged to address unique challenges facing such interventions, including high mobility rates of students and teachers, instability of leadership at the district and/or school levels, limited organizational resources (materials, human capital, and social capital), pressure to “cover” the curriculum or to emphasize facts and basic skills over understanding of key concepts and big ideas, and demands of high-stakes testing and accountability policies placed on academically low performing schools. Finally, you are encouraged to offer insights for designing and implementing effective interventions, as well as to discuss implications for educational policies and practices, for student groups who have traditionally been underserved in science education.
|Manuscript Submission Deadline||April 1, 2011|
|Reviews returned||June 15, 2011|
|First revisions due||August 15, 2011|
|Second revisions due||September 30, 2011|
|Expected publication||January, 2012|
Submissions of manuscripts should follow the publication guidelines for the Journal of Research in Science Teaching and be submitted electronically to Manuscript Central (http://mc.manuscriptcentral.com/jrst). Select “'Special Issue” option in Step 1 of the submission process, and identity the special theme tile as “Large-Scale Interventions” in Step 4. Manuscripts selected after competitive, peer-reviewed process, will be published with reaction from experts in the field. Inquiries concerning the suitability of possible contributions to this special issue should be encouraged to send directly by e-mail to: