Focus and Scope

in education is a peer-reviewed, open access journal based in the Faculty of Education at the University of Regina, in Saskatchewan, Canada. The journal has been in existence since 1993, but published its first issue as an online journal in December of 2009.

The editorial board invites scholarly articles and reviews of works that explore ideas in teacher education, as well as broader and more inclusive discussions in education. We envision works that augment the latitude and significance of the idea of education, while acknowledging the ubiquitous growth of the digital arts and sciences in the everyday practice of life and how that might (in)form notions of formal and informal education. We encourage the submission of high quality works that travel across the qualitative and quantitative research landscape engendering conversations in thoughtful and innovative ways. This may include, but is not limited to, works in the following areas: ethnography, poststructuralist, postmodern and postcolonial approaches, queer theory, arts-based research, bricolage, narrative inquiry, autoethnography, critical theory, phenomenology, hermeneutics, or mixed methods.

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Open Access

• Articles are freely available to both subscribers and the wider public with permitted reuse.

• There is no charge for subscribing, reading, or publishing.

Peer Review Process

The journal has a double-blind review process.

Double-blind Review

Unless otherwise stated in the call for submissions, this journal uses double-blind review, which means that both the reviewer and author name(s) are not allowed to be revealed to one another for a manuscript under review. The identities of the authors are concealed from the reviewers, and vice versa.

To facilitate the blind review process, please include the following separately:

• Title page (with author details): This should include the title, authors' names and affiliations, and a complete address for the corresponding author including an e-mail address.
• Blinded manuscript (no author details): The main body of the paper (including the references, figures, tables and any Acknowledgements) should not include any identifying information, such as the authors' names or affiliations.

Ensuring a blind review:

To ensure the integrity of the blind peer-review for submission to this press, every effort should be made to prevent the identities of the authors and reviewers from being known to each other. This involves the authors, editors, and reviewers (who upload documents as part of their review) checking to see if the following steps have been taken with regard to the text and the file properties:

  • The authors of the document have deleted their names from the text, with "Author" and year used in the references and endnotes, instead of the authors' names, article title, etc.
  • With Microsoft Office documents, author identification should also be removed from the properties for the file (see under File in Word), by clicking on the following, beginning with File on the main menu of the Microsoft application: File > Save As > Tools (or Options with a Mac) > Security > Remove personal information from file properties on save > Save.

Publication Frequency

in education publishes twice yearly: spring and autumn with occasional special issues.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Creative Commons License

Under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License

Readers are free:

  • to Share—to copy, distribute and transmit the work

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  • No Derivative Works—You may not alter, transform, or build upon this work.

With the understanding that:

  • Waiver—Any of the above conditions can be waived if you get permission from the copyright holder.
  • Public Domain—Where the work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  • Other Rights—In no way are any of the following rights affected by the license:

           Your fair dealing or fair use rights, or other applicable copyright exceptions and limitations;

           The author’s moral rights;

           Rights other persons may have either in the work itself or in how the work is used, such as publicity or privacy rights.

  • Notice—For any reuse or distribution, you must make clear to others the license terms of this work.  The best way to do this is with a link to this web page. (Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License)

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Journal History

In August 2009, the final issue of Policy and Practice in Education (15:1) was published. The journal did not cease publication; rather, it peeled off the title, which was born in an earlier time, possessed with a particular focus and interest. In late 2007, the editorial board of the journal made the decision to move the journal into digital format. The rationale was “in publishing research the intent is to reach as wide an audience as possible…[and] making knowledge more easily and broadly accessible suggested we look at open access publishing” (Lewis & McNinch, 2007,  Policy and Practice in Education, 13, 1/2, p. 5). To that end, we evolved the journal, such that we moved more broadly into and across the digital landscape. We built upon and transcended the discussions, ideas, and iterations of the past print journal. The digital format enables contributors to share works that travel outside the print-only format of traditional journals to include, audio files, video files, images, and hyperlinks, while reaching a broader audience. The journal accepts submissions of high quality works that travel across the qualitative and quantitative research landscape engendering conversations in thoughtful and innovative ways.

The older issues of Policy & Practice in Education, 2004-2009, can be found in the University's
institutional repository oURspace ( http://ourspace.uregina.ca ): Policy and Practice in Education: (https://ourspace.uregina.ca/handle/10294/6).

Issues published from 1993-2002 (previous title, Journal of Professional Studies) can be accessed through Proquest - Micromedia.