Rohit Chopra, rchopra73@gmail.com
Call for submissions for an edited volume on global
media, cultures, and identities
We are seeking chapter proposals for an edited
volume on global media, cultures, and identities.
The volume will examine the relationship between
culture, media, and identity in a global world from
various disciplinary and interdisciplinary
perspectives, in different geographic locations, and
with respect to a range of media, both old and new.
The collection will combine theoretical reflections
with concrete analyses of the modes in which global
media shape cultural identities and, conversely, how
cultural formations influence the political economy
of global media.
How do we conceptualize the global culture, media,
and identity problematic after the interventions of
postcolonialism and poststructuralism, for instance,
or as anthropologists, scholars of communication,
historians, and literary scholars? Is the global in
global television the same as the global audience of
the internet? What do media representations of
specific cultural discourses of food, fashion,
travel, community, or civic engagement tell us about
the contingent nature of notions of global identity
at work here? Through such questions, the collection
will critically examine the categories and
imaginaries of global media, global culture, and
global identity.
Submissions are welcome on all relevant topics
related to the broad focus of the collection.
Contributors are requested to submit a proposal of
500 words as well as a brief biographical note to
Rohit Chopra at rchopra73@gmail.com by September 10,
2008. We will be seeking a publisher for the
collection shortly afterward. Full chapters would be
due by early 2009.
Project /Volume Editors
Rohit Chopra, Assistant Professor of Communication,
Santa Clara University, Email: rchopra73@gmail.com
Radhika Gajjala, Associate Professor, Department of
Interpersonal Communication, School of Communication
Studies, Bowling Green State University, Email:
radhik@bgsu.edu
About Campus: Sponsoring Association > About
Campus: Submission Guidelines
|
About Campus:
Enriching the Student Learning Experience
Submission
Guidelines: Why We Make These Requests
Please read this short rationale before
carefully reading the
Submission Guidelines (PDF).
In the
Submission Guidelines (PDF), you will find
specific requests regarding writing style,
language usage, how to reference sources in the
text, etc. In asking you to use these
approaches, we are not simply asserting our
preferences or insisting on a superficial point
of style. Instead, we call your attention to
these guidelines so you will write in a way that
will make your essay accessible to a broad range
of readers - the diverse group of educators who
read About Campus. We have found that this
approach allows authors' messages to be more
easily understood by people from different
academic and administrative backgrounds.
This is an unfamiliar approach for many authors.
In addition to making the editing and revising
process smoother for you, we hope that writing
in this style will also provide the occasion to
reexamine how you adapt your writing to reach
out to different audiences, and (in regard to
referencing practices) to consider alternative
ways to draw on sources when presenting ideas
and information. We realize that this is a
distinctive style and that it is NOT the style
used in most academic journals (e.g., APA or MLA
styles). We use this style because it reflects
our purpose and helps us achieve our mission.
About Campus is a magazine designed to serve as
a forum for thoughtfully examining the issues,
policies, and practices that influence the
learning experiences of college students. As
such, it speaks to an audience that goes well
beyond student affairs professionals to include
all those on campus who are concerned with
student learning. To speak effectively to such a
broad array of people and to draw them into a
discussion of the issues that affect student
learning, we encourage authors to use strategies
such as the following:
-
frame issues quickly and effectively to
attract readers' attention;
-
develop ideas and present information
clearly and dynamically; and
-
reveal implications of the work for a
wide range of readers.
We are not looking for "academic articles" as
traditionally defined. We are looking for
articles, including those from academics, that
share important discoveries and insights into
what makes campuses good places for students to
learn, and what can be done to make them more
effective learning environments. Please keep
this imperative in mind as you craft your
article.
For this reason, you will notice when you read
the Author Guidelines, we ask that you approach
references in what may be an unfamiliar way.
Like other magazines that publish serious
nonfiction for a general audience, we ask
authors to be selective in their use of
references and to identify fully all references
within the text of the article. (This style is
explained more fully in the Author Guidelines.)
Why is this important? We have found that when
authors rely on an academic reference style, it
can interfere with their success in reaching out
to a broad audience. It can encourage attention
to details that may not be important to people
outside of the author's particular field. Also,
because it doesn't require that authors explain
the implications of the reference, it doesn't
help those who are unfamiliar with the
particular sources or who may not have the time
or interest to seek out the listed sources to
understand how it fits into the argument the
author is making.
Listed below are the various kinds of articles
we publish in About Campus. We hope this will
help you understand better the range of articles
and writing we are offering readers.
Features--The lead articles address a
variety of trends and issues affecting
undergraduate education. Authors are typically
invited to submit essays for feature articles on
issues of interest to educators in colleges and
universities who care what and how college
students learn. We try to publish manuscripts
that reflect a wide variety of perspectives,
topics, institutional contexts, and types of
students served.
Editors:
Patricia King, Bowling Green State University,
pking@bgnet.bgsu.edu
Charles Schroeder, University of
Missouri-Columbia,
schroederc@missouri.edu
Campus Commons provides a snapshot of
campus life, focusing in a personal way on a
range of student characteristics, life-styles,
and cultures that characterizes college and
university campuses. Through slice of life
vignettes, examination of campus events, and the
stories of students, staff, faculty, and others,
readers learn about the day-to-day experiences
that occur in colleges and universities.
Editor:
Lee Burdette Williams, Appalachian State
University,
lee@sister.com
Electronic Campus looks at the impact of
technology on the teaching/learning process and
on the delivery of electronic and
telecommunication services. Articles on
applications of technology and their
implications for teaching and learning,
institutional administration, storage and
retrieval of information, and academic culture
update readers on the latest technology and
information services affecting campus life.
Editor:
John Harwood, The Pennsylvania State University,
jth@psu.edu
In Practice illustrates innovative campus
programs that foster student learning.
Describing unique and/or particularly successful
programs or services in a college or university
setting, each article typically includes
practical details of implementation such as
staffing, personnel, and evaluation.
Editor:
Patricia W. Johnson, University of Georgia,
pwjohn@arches.uga.edu
What They're Reading alerts readers to
media that have piqued the interest of higher
education professionals and that provide insight
into the issues affecting student learning.
Books, resource manuals, movies, and videos are
discussed in this department. The primary
audiences of works reviewed here range from
college students to faculty to professional
staff to parents. Editor: Susan Komives,
University of Maryland-College Park,
sk22@umail.umd.edu
Bottom Line provides a forum for
addressing controversial issues by highlighting
a mandate for action through educational
leadership. Placed last in each issue,
presentation may take the form of a brief view
by a leading authority about the essential
things to know about her/his specialty, or a
personal take on a broad issue.
Editor:
Patricia King, Bowling Green State University,
pking@bgnet.bgsu.edu
We would like to thank you for your interest in
writing an article in About Campus. Please
review the Author Guidelines carefully and
contact us if you have any questions. We look
forward to receiving your submission and working
with you on developing your essay.
Download the Submission Guideliness in PDF
format
|
Mythopoeic Society
Edith L. Crowe,
Corresponding Secretary
PO Box 6707
Altadena, CA 91003
http://www.mythsoc.org/mythlore/style/
RESEARCH IN DEVELOPMENTAL DISABILITIES
http://www.elsevier.com/wps/find/journaldescription.cws_home/826/description#description
National Social Science Press as a faculty venture
to provide low cost
quality texts to students in a digital format with a
free print edition is
now entering its fifth year. Studies clearly reveal that
students are being
hurt by the high cost of textbooks and that more and
more publishing
companies are moving forward with digital texts.
National Social Science
Press has researched printed textbooks that now average
$120 and the desire
among students for more digital material along with
student learning styles.
The final result is the creation of an interactive
digital text with
embedded videos and audio and slide shows with music and
words that link to
websites along with a free printed text student
supplement at a very
reasonable price.
http://www.nsspress.com
Dr. Jerry Baydo
Director
National Social Science Press
Teacher
Education and
Special Education
http://www.tese.org/tese.asp?FileName=submission_guidelines
Journal of
Special
Education Technology
http://www.tamcec.org/jset/policy.htm
Canadian Journal of Learning and Technology
The Canadian Journal of Learning and Technology (CJLT)
is a peer-reviewed, scholarly journal published 3 times
annually by AMTEC. CJLT is published both in print and
online. The journal is edited by D. Michele Jacobsen,
Associate Professor, Faculty of Education, University of
Calgary.
CJLT welcomes papers on all aspects of educational
technology and learning. Topics may include, but are not
limited to: learning theory and technology, cognition
and technology, instructional design theory and
application, online learning, computer applications in
education, simulations and gaming, and other aspects of
the use of technology in the learning process.
Manuscripts may be submitted either in English or in
French.
Manuscripts may take the following forms: Research
Papers, Literature Reviews, Critical Scholarship,
Position Papers, Evaluations, Case Studies, and
Instructional Development Reports. All manuscripts
received by the Editor are judged for suitability,
contribution, accuracy, and interest by an International
panel of anonymous reviewers designated at the time of
submission. CJLT's review process is conducted
electronically.
You can visit the CJLT website at
http://www.cjlt.ca .
Human Technology focuses on the human role in our modern
technological world. The journal is envisioned to
publish high-quality, peer-reviewed research that will
serve to create a holistic understanding of the human
dimension in the information society.
Human Technology aims to explore the issues and
challenges surrounding the human-technology interaction
from various perspectives, and wishes to encourage
cooperation and collaboration among all scientific
fields and between the academic and business worlds.
Human Technology is equally interested in, for instance,
the social, psychological, educational, cultural,
philosophical, personal and industrial viewpoints, and
emphasizes especially interdisciplinary and
multidisciplinary perspectives. The journal is
interested in questions such as: How do humans and
societies affect and become affected by the diversity of
communication and information technologies? How can
these technologies foster development, well-being and
innovations in various areas of life? And what is the
human role in the development of different technologies?
There are no restrictions on the background or
specialization of the authors, as long as the articles
reflect high scientific standards. The journal publishes
both invited articles on special topics and manuscripts
submitted for a consideration to the journal by the
author.
Human Technology emphasizes themes and questions that
are current, innovative, thought provoking and
applicable in their nature. Discussion and debate is
encouraged regarding controversial themes. Human
Technology also welcomes articles dealing with difficult
topics and articles offering critical or provocative
viewpoints.
Articles are assessed based on topic suitability,
originality, innovativeness, applicability, scientific
standards and relevance, and cogency of argument. Human
Technology is especially committed to publish research
that combines theory and practise. Therefore, regardless
of the scientific field, research methodology or
research design, the conclusions of the articles must be
practically oriented toward everyday life and its
challenges.
In short, Human Technology hopes to receive manuscripts
that are:
Investigating the human-technology interaction
Interdisciplinary or looking at issues from multiple
scientific perspectives
Human-centered
Innovative and forward-looking
Practically oriented
Journal of Education and Christian Belief
http://www.jecb.org/index.php?option=com_content&task=blogcategory&id=4&Itemid=13
Christian
Scholar's Review
http://www.csreview.org/
Journal of Special Education Editorial Policy
JSET is a refereed professional journal that presents
up-to-date information and opinions about issues,
research, policy, and practice related to the use of
technology in the field of special education. JSET
supports the publication of research and development
activities, provides technological information and
resources, and presents information and discussion
concerning important issues in the field of special
education technology to scholars, teacher educators, and
practitioners.
Guidelines for Preparation and Submission of Manuscripts
to JSET
The Journal of Special Education Technology (JSET) is
an open submission journal that publishes three
non-topical issues and one topical issue a year. Topics
appropriate for the journal include, but are not limited
to:
* Discussion of issues and trends in the use of
technology in the field of special education.
* Reports of experimental or applied research that
deals with the use of technology or assistive devices
for people with disabilities.
* Analysis of policy developments at the state and
federal levels that impact the use of technology for
people with disabilities.
* Description of program models that incorporate the
use of technology in the education of people with
disabilities, the transition of people with
disabilities, the leisure time of people with
disabilities, etc.
* Description of teacher education programs that
incorporate the use of technology in the education of
future special educators and/or others whose focus is
the provision of services to people with disabilities.
* Reviews of the literature that focus on technology in
special education.
All manuscripts are judged according to a blind review
process by three members of the editorial board, with
the final decision for publication made by the editor.
The reviewers will be selected on the basis of their
expertise in the area addressed or the methodology used.
The review process normally will take 8 to 12 weeks. The
principal author only will be notified concerning
publication of the article.
To Submit a Manuscript to JSET, Please Adhere to the
Following Guidelines
1. Five (5) printed copies of the manuscript following
all guidelines of the American Psychological Association
Publication Manual (APA) (5th edition, 2001).
2. Manuscripts generally should be no longer than 35
pages in length for an article submission; 10-12 pages
in length for submission to one of the associate editor
columns.
3. Preferred positions of tables and figures should be
indicated in the manuscript.
4. Authors are encouraged to write in "person-first"
language: the person precedes the disability-for
example, "people with disabilities" not "the disabled."
5. A cover letter should accompany the manuscript
indicating that the manuscript has not been published in
whole or a substantial part by another publisher and
that the manuscript is not currently under review by
another journal.
6. After a manuscript has been accepted for publication
and after all changes have been made, the authors must
send a copy of the manuscript and-a. computer file to
the editor.
Send Manuscripts to or for Further Information Contact
J. Emmett Gardner, JSET Editor
Department of Educational Psychology, Special Education
Program, University of Oklahoma 820 Van Vleet Oval, Room
326 Norman, OK 73019
voice: 405-325-1533 fax:405-325-7661
email: jset@ou.eduorjgardner@ou.edu
The International Journal of Teaching and Learning in
Higher Education (ISSN 1812-9129) provides a forum for
the dissemination of knowledge focused on the
improvement of higher education across all content areas
and delivery domains. The audience of the IJTLHE
includes higher education faculty,
staff, administrators, researchers, and students who are
interested in improving post-secondary instruction. The
IJTLHE is distributed electronically to maximize its
availability to diverse academic populations, both
nationally and internationally.
All manuscripts submitted to the IJTLHE should be in
accordance with the journals purpose - to encourage the
study, development, application, and evaluation of
higher education pedagogy. All manuscripts are refereed
(blind) using a peer-review process involving at least
two reviewers. The
review process typically takes four weeks.
The focus of the International Journal of Teaching and
Learning in Higher Education is broad and includes all
aspects of higher education pedagogy, but it focuses
specifically on improving higher education pedagogy
across all content areas, educational institutions, and
levels of instructional expertise. Manuscripts submitted
should be based on a sound theoretical foundation and
appeal to a
wide higher education audience. Manuscripts of a
theoretical, practical, or empirical nature are welcome
and manuscripts that address innovative pedagogy are
especially encouraged.
TYPES OF MANUSCRIPTS
Research Articles: Research articles include 15-25 page
manuscripts (4,000 - 7,000 words) that are
theoretical or empirical in nature. Research articles
are to be well grounded in the relevant literature and
present knowledge, methods, and insights relevant to
higher education pedagogy. The broad scope of
the journal and its diverse readership necessitates that
research articles address issues that have a
wide appeal and significance to higher education
practioners.
Instructional Articles: Instructional articles are 5-15
page manuscripts (1,500 - 4,000 words) designed
to explain and clarify innovative higher education
teaching methods. Instructional articles, while
grounded in the literature on higher education pedagogy,
focus on the explanation of tentative,
emerging, or alternative teaching methodologies, rather
than the strict reporting of empirical data.
Review Articles: Review articles are 3-5 page
manuscripts (1,000 - 1,500 words) that include
commentaries and evaluations of recently published works
- books, articles, or web sites - related to
higher education pedagogy.
SUBMISSION PROCEDURE
All submissions to IJTLHE must be made online through
the Online Submission form (see
http://www.isetl.org/ijtlhe/ ). Prior to
submitting a manuscript, please read carefully the
Submission
Guidelines. Do not send submissions by email or postal
mail.
REVIEW PROCESS
Upon submission, all authors will receive an
acknowledgement of receipt. Following a brief editorial
review, each manuscript will be blind reviewed by two
members of the Review Board. The review
process will take approximately 4 weeks. At the end of
the four-week review process authors will be
notified as to the status of their manuscripts.
ACADEMIC EXCHANGE EXTRA (AEE)
A MONTHLY PEER-REVIEWED ON-LINE FORUM
Submissions are invited from educators, graduates, and
post-graduates of all levels and areas of study for
Academic Exchange Extra (AEE) (Editor-in-Chief,
Elizabeth Haller English Instructor at Kent State
University). Qualified submissions from undergraduates
may also be considered. AEE presents ideas, research
methods and pedagogical theories leading to effective
instruction and learning regardless of level, subject or
context. We also seek cogent essays, poetry and fiction.
Articles to 7,000 words on theory, practice and
administration of education across the full range of
humanities and social science-based approaches are
welcomed. Possible theoretical frameworks include:
critical pedagogy, postcolonial theory, new historicism,
postmodernism, feminist theory, as well as other
critical frameworks, cultural studies and perspectives.
The use of a theoretical lens is encouraged but not
required; please see options for other submission types
below.
We are also interested in social and cultural issues as
they intersect with education. We prefer to include an
array of diverse material each month, though thematic
issues may be considered.
Essays up to 5,000 words are encouraged. Topics may
include, but are not limited to, the following
suggestions:
- multi-modal teaching
- distance learning
- collaboration
- teaching abroad
- e-communities and socialization
- community college retention and transfer
- service learning
- remedial education
- affirmative action
- marginalized or minority viewpoints and experiences
- tenure and post-tenure review
- urban education and issues of student inequality
- issues faced in special education
- postmodernism and education
- canonical revision/non-revision
- analyses/reviews of recent pedagogical publications
- response to any topic(s) included in the Grist for
the Mill section of each issue
We also seek poetry to 60 lines, in traditional or free
verse forms.
Fiction to 7,000 words is also encouraged.
Subject matter for poetry and fiction is unlimited;
however, we will not publish inflammatory or libelous
works, or works deemed otherwise inappropriate for this
journal.
HOW TO SUBMIT AND DEADLINE
Please place the words AEE Submission in the subject
line of your email. Submissions not containing this or a
similar phrase may be routed through a secondary filter,
in which case your submission may be unintentionally
overlooked. Due to the high volume of submissions
received by AEE each month, please allow approximately
six to eight weeks for a publication decision based on
an initial review of your submission.
Publication date is intended to be within the first week
of each month.
Submissions should follow MLA or APA guidelines. Send
your submission as a Word Document (.doc) or Rich Text
Format (.rtf) attachment.
All submissions must include a 4-5 sentence summary as
well as a current brief bio that identifies your contact
information (e-mail and telephone), school/departmental
affiliation(s), position(s) (e.g., student level,
instructor, professor and/or administrator), and areas
of academic interest. For bio examples, please refer to
the current issues contributors page.
Please note that AEE does not retain copyright of
published material. Additionally, articles, works of
fiction, and poetry are not blind reviewed and will only
be considered for such a review when specifically
requested by the author.
NOTE: AEE does not retain copyright of submissions
Send submissions via email to:
Elizabeth Haller, Kent State University, USA (e-mail:
editoraee@hotmail.com)
International Journal of Information and Communication
Technology Education (IJICTE)
An Official Publication of the Information Resources
Management Association Since 2005
Editor-in-Chief: Lawrence A. Tomei, Robert Morris
University, USA;
Published: Quarterly
The Editor-in-Chief of the International Journal of
Information and Communication Technology Education (IJICTE)
would like to invite you to consider submitting a
manuscript for inclusion in this scholarly journal. The
following describes the mission, the coverage and the
guidelines for submission to IJICTE.
Mission
The International Journal of Information and
Communication Technology Education publishes articles,
papers, and manuscripts promoting the advancement of
teaching with technology at all levels of education
encompassing all domains of learning. The primary
mission of the IJICTE is to serve as a medium for
introducing, collaborating, analyzing, synthesizing, and
evaluating new and innovative contributions to the
theory, practice, and research of technology education
applicable to K-12 education, higher education, and
corporate and proprietary education. Prospective authors
are invited to submit abstracts of the highest quality
not currently under review by another publication.
Coverage
The IJICTE publishes contributions from all disciplines
of information technology education. In particular, the
journal supports multidisciplinary research in the
following areas:
Pedagogy and androgogy of teaching with technology
Technology as a teaching strategy and learning style
Impact of technology on student achievement
Impact of technology in society and related equity
issues
Acceptable use policies and fair use laws
Effective planning, marketing, management and leadership
of technology education
Technology training tools and instructional materials
Educational/ training software evaluation
Theories and models of instructional systems design
Corporate information technology training
Administrative applications of information technology
education
School improvement and reform
Standards-based technology education programs
Data-driven decision making and strategic technology
planning
And, all other related issues that impact the research,
position, and practice of information technology
education on schools, corporate entities, and society.
The IJICTE will promote the research, position, and
practice of technology education in its broadest sense
to ensure coverage of topics such as:
The Pedagogy and Androgogy of Teaching With Technology
Technology as a Teaching (Teacher/Instructor) Strategy
and Learning (Student) Style
Impact Of Technology On Education-Related Issues such as
Copyright Laws, Censorship, and Fair Use
Technology Planning, Marketing and Management
The Impact Of Multicultural Differences On Technology
The Holistic Approach To Instructional Design Theories
Technology Tools For Education and Training Environments
The Assessment Of Curricular Objectives, Administrative
Applications, and Corporate Objectives
An Authors Calendar of Target Issues will be published
annually by the editor-in-chief; authors considering
research agenda, position investigations, and
exploration of practical applications of technology
should refer to the Target Issues to plan for submission
of manuscripts appropriate for the focus of future
IJICTE editions.
Manuscript Submission
All inquiries and submissions should be sent to:
Editor-in-Chief: Lawrence A. Tomei, EdD
International Journal of Information and Communication
Technology Education
Robert Morris University
Acad Services - PH Room 214
6001 University Blvd
Moon Twp PA 15108
Phone: 412-269-3696
Email: tomei@rmu.edu
Penn GSE Perspectives on Urban Education
The mission of Penn GSE Perspectives on Urban Education
is to provide an interactive forum to investigate
critical issues in urban education. The purpose of an
electronic journal format is to provide a vehicle for
fostering conversations about the complexities of urban
education among practitioners, researchers, policymakers
and graduate students, groups who often work in
isolation from each other. We imagine that the larger
community interested in these issues will use the format
to provide scholarship, commentary, and critique
essential for investigating critical issues in urban
education. We hope that the potential for dialogue
through an electronic journal will lead to increased
cooperation and understanding among all those concerned
about urban education.
Submission Guidelines
Please send your submission in APA format with a brief
abstract.
Submit an article, commentary or review
Please email your submission as an attachment to
journal@gse.upenn.edu or send your submission to:
Penn GSE Perspectives on Urban Education
Graduate School of Education
University of Pennsylvania
3700 Walnut Street
Philadelphia, PA 19104
Exceptionality Education Canada (EEC) is intended to
provide a forum for scholarly exchange among Canadian
professionals in education and related disciplines such
as nursing, rehabilitation medicine, physical education,
law, speech and language. Our purpose is to present
current research and theory from a wide range of
disciplines and to identify emerging trends and visions
for individuals with exceptionalities. EEC also solicits
and values submissions from an international community,
thus making it possible for scholars around the world to
engage in dialogue on relevant exceptionality issues.
Examples of relevant topics include, but are not limited
to: giftedness, learning disorders, behavioural
disorders, inclusion, deafness studies, social and
emotional development, minority populations.
We welcome scholarship that advances our understanding
and knowledge of students across the spectrum of
exceptionality and from associated disciplines.
Articles considered for publication include:
Original research with practical relevance to
individuals with exceptional needs;
Critical reviews of substantive area(s);
Theoretical position papers;
Descriptions, reviews, or evaluations of innovative
instruction, curricula, programs, or models of education
for students with exceptionalities;
Historical and philosophical perspectives.
SUBMISSION OF MANUSCRIPTS
All manuscripts submitted will be considered for
publication. Submit an electronic copy with all
identifying author information with all identifying
author information on a separate cover page to: Dr. Judy
Lupart and/or Dr. Christina Rinaldi, Co-editors,
Exceptionality Education Canada, at eecj@ualberta.ca
Manuscripts are accepted for consideration with the
understanding that they are original material and are
not being considered for publication elsewhere.
Education and Training in Developmental Disabilities
focuses on the education and welfare of persons with
mental retardation/developmental disabilities. ETDD
invites research and expository manuscripts and critical
review of the literature. Major emphasis is on
identification and assessment, educational programming,
characteristics, training of instructional personnel,
habilitation, prevention, community understanding and
provisions, and legislation.
Three reviewers evaluate each manuscript
anonymously. Criteria for acceptance include the
following: relevance, reader interest, quality,
applicability, contribution to the field, and economy
and smoothness of expression. The review process
requires two to four months.
Viewpoints expressed are those of the authors and do not
necessarily conform to positions of the Editors or the
Division.
Submission of Manuscripts
Manuscript submission is a representation that the
manuscript is the author's own work, has not been
published, and is not currently under consideration for
publication elsewhere.
Manuscripts must be prepared according to the
recommendations in the Publication Manual of the
American Psychological Association (Fifth Edition,
2001). Standard typewriter type, laser, or high density
dot printing are acceptable.
Each manuscript must have a cover sheet giving the names
and affiliations of all authors and the address of the
principal author.
Graphs and figures should be originals or sharp, high
quality photographic prints suitable, if necessary, for
a 50% reduction in size.
Five copies of the manuscript along with a transmittal
letter should be sent to the Editor: Stanley H. Zucker,
Special Education Program, P.O. Box 872011, Arizona
State University, Tempe, AZ 85287-2011.
Upon receipt, the Editor will screen each manuscript.
Appropriate manuscripts will then be sent to consulting
editors. Principal authors will receive notification of
receipt of manuscript.
The Editor reserves the right to make minor editorial
changes that do not materially affect the meaning of the
text.
Manuscripts are the property of ETDD for a minimum
period of six months. All articles accepted for
publication are copyrighted in the name of the Division
on Developmental Disabilities.
|
|
Call for Book Manuscripts |
IGI Global
Woodbine
House specializes in books for and about children
with disabilities.
Our current needs include, but are not limited to:
Parents' guides to raising children with specific
disabilities
Guides to specific issues related to a given
disability (e.g., communication skills, social
skills)
Reference books on disability-related topics
(dictionaries, directories, etc.)
Practical guides to issues of concern to parents of
children with disabilities in general (e.g., special
education, sibling issues)
To submit a proposal, please send as many of these
elements as possible:
The table of contents;
2-3 sample chapters;
An annotated list of books in print on the subject,
explaining how your book differs from the
competition;
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The International Journal of Distance
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JDET is
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If you have any questions, feel free to send them to
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Communication and Special Education: A Guide
for Parents and Educators
The second book is tentatively entitled Communication
and Special Education. Articles should focus
on an intersection of communication education and
special education. Articles can be position papers,
literature reviews that synthesize research, and
original research.
Example topics when related to :
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Communication education for students with special
needs.
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Human
communication on the Internet.
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Interpersonal communication.
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Leadership in organizations.
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Advocacy
for children.
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Social
skills for students with developmental, behavior or emotional
disorders.
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Applied research
about communication.
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Social
skills instruction for students with
exceptionalities.
OnlineAcademics.Org began in 2005 as
a site designed to provide free online information for
students and educators. This virtual professional
organization focuses is on
studying communication, leadership, and special
education.
Privacy
Policy
OnlineAcademics.Org
never collects information about anyone who uses this
site. Because we never collect information, we
never rent or sell user information.
Contact
If you have any
questions or concerns, let us know.
Contact Joan E. Aitken, Editor.


Mission: To advance research and learning designed to improve
communication and leadership among diverse people.
Vision: To
become a national leader in the advancement of effective
communication and leadership through online academics.
Joan
E. Aitken, Ed.D., Professor, Communication Arts, Park University, Missouri 64152.
Authored 5
textbooks (2 in second edition), 5 instructors manuals (3 in
second or later edition), Web development for 4 publishers, 45
articles and reports.
Publications -
Book on Intrapersonal Communication Process
Edited National
Communication Association's
The Communication Teacher (3 years) and editorial board
NCA's Communication Education (3 years).
Obtained $3,5
million in competitive grant funding, including $1.5 million as
primary grant writer and others as collaborative team member.
Worked
internationally in Jamaica and People's Republic of China.
Professor, Park
University. Retired Tenured Professor, University of Missouri -
Kansas City.
|
Photos of Joan Evelyn Aitken
and family members. |

Aitken, J. E. (Under Peer Review). Administrative
issues: Legal, quality, & international concerns.
In H. Song (Ed.) Distance learning technology,
current instruction, and the future of education:
Applications of today, practices of tomorrow. Hershey,
PA: IGI Global.
hsong@tsu.edu
Aitken, J. E.
(Accepted, Nov. 30). Blended communication. In Y.
Inoue (Ed.).
Cases on online and
blended learning technologies in higher education:
Concepts and practices.
Hershey, PA: IGI Global.
yukiinoue2005@yahoo.com
Aitken, J. E.
(Accepted,
Nov. 30).
Public speaking online, onground, and onship. In D
Gearhart (Ed.) Cases on distance delivery and
learning outcomes: Emerging trends and programs.
Hershey, PA: IGI Global.
dgearhart@troy.edu
Aitken, J. E.
(Accepted,
Nov. 30).
Creating a motivated online community.
In D. Russell (Ed.) Cases on collaboration in virtual
learning environments:
Processes and interactions.
IGI Global
russelldl@umkc.edu
Aitken, J. E.
(2008, December).
Comments on Kozol and Suskind:
Reflections on Teaching the City.
Academic Exchange Extra, 10(12)
.
editoraee@hotmail.com
Aitken, J. E., & Wechsler
Linas, M.
(Under review). Interpreting
communication and behavior in the urban context. A
paper proposed for possible presentation at the annual
meeting of MSLBD.
Aitken, J. E. (2010).
Public speaker's digest:
Using technology to present speeches.
New York:
Mellen.
Manuscript
proposal number 8937
emp@mellen.demon.co.uk
Aitken, J. E. (2008).
Parental concerns about communication needs of their
children with emotional and behavior disorders.
A paper
presented at
the annual meeting of the Midwest Symposium for
Leadership in Behavior Disorders, February 22, 2008.
Aitken, J. E. & Berko, R.
M. (April, 2008).
Creating active learning
activities for the online basic public speaking course.
A paper presented at the annual meeting
Central States Communication
Conference,
Madison, WI. Top panel award.
Aitken, J. E.
(2008, October).
Teaching speech communication using
physical activity.
Academic Exchange Extra, 10(10)
.
editoraee@hotmail.com
Aitken, J. E. (2008,
July 17-19). A content
analysis of communication purposes in an online support
group.
A paper presented at the annual
meeting of the
Interdisciplinary
Network for Group Research,
Kansas City, Missouri. Under review in ERIC.
* Aitken,
J. E., & Shetletsky, L. J. (In press for 2008). The
Internet and a theory of meaning-making for
communication harmony .
China Media
Research, 4.
[gmchen@uri.edu
*Aitken, J. E. (In press). A Case Study of
Instructional Delivery Formats. In C.
Schreiner (Ed.), Handbook of
research on assessment technologies, methods, and
applications in higher education Hershey, PA:
IGI Global.
csscamel@yahoo.com
* Wechsler
Linas, M.
& Aitken, J. E.
(Under review).
Communication needs of
students in the urban context.
Intervention.
Sharp, T., & Aitken, J. E. (Under Review). Case
studies of communication barriers of parolees who are
released to the violent urban core. Mellen Press.
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