cfp Currents in Teaching and Learning

Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2016 and Spring 2017 issues (Volume 9, Numbers 1-2).  We consider all submissions that address new approaches to theories and practices of teaching and learning.

Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring.  We welcome all teaching and learning-related submissions for the Fall 2016 Issue.

The theme for the Spring 2017 issue is “Teaching students with disabilities: concepts, approaches, and practices.” Issues to address may include, but are not limited to:

·       Theories, understandings, and concepts of the term itself and who is part of this population. 

·       Approaches to and pedagogical paradigms about teaching students with learning disabilities.

·       Institutional practices, policies, and programs designed to work with students with disabilities, and their relationship to and impact on educational practices and needs.

Submissions may take the form of:

·      Teaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);

·      Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);

·      Book and Website Reviews: send inquiries attn: Book Review Editors. No unsolicited reviews, please.

We welcome both individual and group submissions.  All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.

Submissions Deadlines:

Fall 2016 issue: August 1, 2016

Spring 2017 issue: December 1, 2016

Submissions received after this date will be considered for the following issue and on a rolling basis.

Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters non-specialist, jargon-free exchanges among reflective teacher-scholars. Published twice a year and addressed to faculty and graduate students across the disciplines, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today.

Send all inquiries to Editor Martin Fromm or Editorial Assistant Kayla Beman at currents@worcester.edu. For submission guidelines, visit our website at www.worcester.edu/currents.

Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA.   ISSN: 1945-3043