Journal of the Learning Sciences: Extended Deadline for Special Issue Proposals

Journal of the Learning Sciences invites proposals for a special issue to be published in 2023.

The deadline for proposals has been extended to January 16, 2021. Proposals should be submitted through the online submission system of JLS. Instructions for preparing a proposal are posted on the Instructions to Authors at the publisher’s website, (see Special Issue Proposals and Procedures)

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. For example, we welcome proposals that address topics including – and not limited to – teacher learning and design; learning and development as part of social activism; changing notions of expertise 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 data analytics; and synergy-building across disciplinary perspectives and frameworks to understand key dimensions of learning.

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
Incoming Co-Editors in Chief

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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.”