Journal of the Learning Sciences: Call for Special Issue Proposals (for 2024)

Journal of the Learning Sciences invites proposals for a special issue to be published in 2024. Instructions for preparing a proposal are posted on the Instructions to Authors at the publisher’s website, Proposals are due December 20, 2021 and will be peer reviewed by the journal’s editorial leadership team. We will notify the submitters of the accepted proposal in March 2022.

We are especially interested in proposals that develop emerging areas of research and conceptual/methodological innovations that will shape the future of the field and increase its impact on practice and policy internationally. For example, we welcome proposals that address topics including – and not limited to – understanding learning dynamics and innovations in under-represented cultural/geographical contexts;  teacher learning and design; learning and development as part of social activism; changing notions of learning, knowing and teaching in transforming technological and relational contexts; analyses of learning at the intersection of race, equity, and technology development; methodological innovations foregrounding the ethical, political, cognitive, and socio-emotional dimensions of learning across the lifespan, possibly linking to new approaches to learning analytics; and synergy-building across disciplinary perspectives and frameworks to understand key dimensions of learning and guide educational change. Authors may refer to our editorial note (link) for example topics and priorities.

We encourage proposals that include and reflect international concerns and perspectives. Towards this end, proposal submissions may include names of suggested authors as well as their institutional affiliations and/or brief description of their geographic areas of expertise.

Susan Jurow and Jianwei Zhang
Co-Editors in Chief, Journal of the Learning Sciences

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JLS Outstanding Paper (2022): Utilizing dance resources for learning and engagement in STEM

This paper authored by Folashadé Solomon, Dionne Champion, Mariah Steele and Tracey Wright received the Outstanding Paper Award from the Journal of the Learning Sciences. As the selection panel comments, “By employing culturally responsive pedagogy, the authors established a connection between the learning of physics and dance education, thereby promoting access and equity…The meticulous analysis provided insights into how dance, as an embodied form of knowledge, facilitated a transformation in the black girls’ relationship with physics.”