JLS editors

Susan A. Yoon & Jan Van Aalst
Co-editors in Chief

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01 November 2019
Journal of the Learning Sciences is inviting proposals for a special issue, to be published in 2022. Instructions for preparing a proposal are posted on the Instructions to Authors at the publisher’s website, https://tinyurl.com/y9neyuhd. Proposals are due December 2, 2019 and will be peer reviewed by the journal’s editorial leadership team. Submitters of the accepted proposal will be notified in February 2020.In general, we are interested in proposals on emerging themes in the field. For exampl...
25 October 2019
What is really known about classroom dialogue? Which aspects are relevant for student learning – and which do not matter?Join the online conversation with the Cambridge Educational Dialogue Team Christine Howe, Sara Hennessy, Neil Mercer, and panelists - Christa Asterhan, and Antonia Larrain on Nov 13. #JLSWebinar #dialogicteaching #educationaldialogue...
27 June 2019
Issue 28 (3) is available online!IN THIS ISSUE: In Rosemary Russ and Leema Berland use activity theory to demonstrate how the pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. Marc Clarà investigates how discursively symmetric dialogue develops across lessons in collective inquiry. Doris Chin et al. test choice-based assessments (CBAs), which measure how people learn...

FEATURED ARTICLE

 Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction

Janneke van de PolNeil Mercer, & Monique Volman

Adaptive support that is gradually faded seems most effective in fostering students’ uptake of a teacher’s support during small-group work.

In this mixed-methods study, van de Pol et al. focused on how adaptive support promotes students’ learning. They analyzed all interactions from 35 lessons of seven secondary social studies teachers. Results showed that discussing and using teachers’ support in small-groups helped students learn. They hypothesized that when the provided support was adaptive to the students’ understanding, it would be easier for them to use (which would in turn improve their learning). However, the effects of the adaptiveness of support seemed to be hampered by untimely fading of the support; teachers often walked away from the group too soon. Yet, adaptive support that is gradually faded seemed most effective in fostering students’ uptake of a teacher’s support during small-group work.

Read the full article to learn more.

» View all Featured Articles

 

CALL FOR MANUSCRIPTS

The scope of JLS and instructions for authors are explained at the publisher's website (above). Here we mention 3 areas specific areas where we currently would like to see more submissions:

  • Articles that help the field understand how learning-sciences research can better impact policy and practice. Please see the open-access guest editorial by Susan McKenney for a detailed call.
  • Reports and Reflections: These are short articles of 4000 to 6000 words that aim to stir up debate and support the development of the field. For 3 examples, see volume 23 issue 1 (2014). We are interested in articles that help to make connections to other fields, methodological papers, and many more topics.
  • Articles that enhance the international reach of JLS. Articles from regions that are relatively new to the learning sciences.

 2018 Impact Factor 3.545

Rank 8/243 for Education, 7/59 for Educational Psychology 

 Average Review Time 107 days in 2018 

Acceptance rate  11.6% in 2018

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 RESOURCES 

Reviewers explain the review process at JLS

Preparing your manuscript 

After your article is published

JLS uses three strategies to promote your newly published article. The three strategies are:

  •   Web Annotation: Web annotations can be a useful vehicle for getting conversations around published articles started, provide information to authors about who is interested in the article, provide feedback, and build connections.
  •   Video Introductions: Video intro is a 3-min video to summarise the key contributions of your article. 
  •   Webinars: a webinar is an online seminar in which you discuss your article with interested audiences. 

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