Research Issues in Contemporary Education

Research Issues in Contemporary Education (RICE) is a double-blind, peer-reviewed online journal that publishes educational research studies, literature reviews, theoretical manuscripts, and practitioner-oriented articles regarding issues in education. Research Issues in Contemporary Education is an official publication of the Louisiana Education Research Association. RICE is an online journal (ISSN 2690-9251) indexed by the U.S. Department of Education ERIC Database. RICE is available in the public domain, and use of its content is protected by a Creative Commons CC BY-NC-ND 4.0 license. This license provides authors with an assurance that LERA values their rights to their scholarly works and has adopted this license to restrict use of RICE content without appropriate permission and attribution.

Journal Homepage Image

Announcements

 

RICE Special Issue! Manuscript proposal submission due date: June 18, 2020

 

Navigating Complexity and Seizing Opportunity Amid COVID-19: 

Lessons Learned and Implications for Practice

Higher education and school systems were among the first large group entities to prioritize health and humanity above all else during the Spring 2020 COVID-19 global pandemic. Nationwide, K-12 public schools closed weeks ahead of schedule and universities resorted to teaching classes remotely for the final weeks of the semester. Yet this necessary disruption of both university and K-12 teaching and learning has presented educators with a plethora of dilemmas. The spectrum of uncertainties ranges from curriculum and instruction to social/emotional needs for K-16 students, teachers, administrators, and faculty. Thus, this special issue serves as a vehicle through which educators (broadly defined) can reflect on ways in which they navigated complexities and seized unexpected opportunities during the elongated, impromptu hiatus. Starr (2020)[i] pointed out that very few (if any) educators had formal classes or curriculum to appropriately prepare us for the colossal COVID-19 pandemic situation. Therefore, we will draw upon the work and experiences of respected scholars and practitioners who can offer the kind of efficacious practices that are likely to provide direction through these uncharted spaces (Rebora, Thiers, Laskowski, McKibben, 2020)[ii].

The general priority for this issue is to have authors speak to challenges, opportunities, and lived experiences of teachers, teacher educators, school leaders, and higher education leaders have in reimaging how to prepare teacher candidates, K-12 students, and university students for the complexity of teaching and learning when they cannot be placed in the authentic classroom contexts they expected (Aries 2020).[iii] The guest editor invites practitioner, theoretical, and/or research-based manuscripts and commentary for submission that address one or more of the following topics related to the themed special issue (non-exhaustive):

●      Curriculum and instruction amid COVID-19

○      Transitioning to distance learning

○      Interactive teaching within distance learning environments

○      Curriculum preferences and priorities in distance learning environments

○      Creative curriculum and innovative instruction in distance learning environments

○      Accounting for equity and accessibility

●      Lived Experiences (expressed as narratives or reflections)

○      Teaching during COVID-19

○      Leading during COVID-19

○      Professional learning during COVID-19

○      Grappling with social deprivation

○      Maintaining social connections among colleagues during COVID-19

○      Social-emotional needs of K-12 or university students.

Proposal Submissions

All manuscript proposals must be written in MS Word and follow the guidelines of the latest version of the APA style manual. The proposal must include the following:

●      A cover page that includes: a working title, the name of the author(s), affiliation, and email address.

●      An abstract of 300-500words, including a purpose/rationale, and lessons learned or implications for practice section.

Manuscript proposals and questions about proposals should be emailed to Peter Sheppard at psheppard@louisiana.edu

The recommended final manuscript length is 1500 to 5000 words, including references.

Tentative Schedule for Publication

Manuscript proposal submission due date: June 18, 2020

Preliminary acceptance granted by: July 7, 2020

Full manuscript due date: September 18, 2020

Revisions emailed to authors: October 16, 2020

Final manuscript due date: November 13, 2020

Anticipated publication date: December, 2020


[i] Starr, J. (2020). Responding to COVID-19. Short and Long Term Challenges. Phi Delta Kappa. Retrieved from: https://kappanonline.org/covid-19-leadership-short-long-term-challenges-starr/

[ii] Rebora, A., Thiers,N., Laskowski, T., and McKibben,S.  (2020). A New Reality: Getting Remote Learning Right Editor’s Note. Educational Leadership (77). Retrived from http://www.ascd.org/Publications/Educational-Leadership/Contact-the-Staff.aspx

[iii] Aries et. al (2020) Finding the Best Approximations of Practice in the Era of COVID-19: Video Analysis and FAVSTE. American Association of Colleges For Teacher Education: Ed. Prep Matters. Retrieved from

https://edprepmatters.net/2020/05/finding-the-best-approximations-of-practice-in-the-era-of-covid-19-video-analysis-and-favste/

 

 
Posted: 2020-05-29
 
More Announcements...

Vol 5, No 1 (2020): Research Issues in Contemporary Education


Cover Page