The Journal of Contemporary Education Theory & Research is an open-access, international, multi-disciplinary, refereed (double blind peer-reviewed) journal aiming to promote and enhance research in all fields of education, including educational practice and research as well as management of educational units. The journal is intended for readers in the scholarly community who deal with different education sectors. The Journal of Contemporary Education Theory & Research provides a platform for debate and dissemination of research findings, new research areas and techniques, conceptual developments, and articles with practical application to education sectors. Besides research papers, the journal welcomes book reviews, conference reports, case studies, research notes and commentaries. The Journal of Contemporary Education Theory & Research aims at:
- Disseminating and promoting research, good practice and innovation in all aspects of education, including educational practice and research as well as management of educational units, to its prime audience including educators, researchers, post-graduate students, policy makers, and education practitioners.
- Encouraging international scientific cooperation and understanding, and enhancing multi-disciplinary research across various educational sectors.
The scope of the journal is international and all papers submitted are subject to an initial screening by the Editor-in-Chief and the Associate Editor, and subsequently by strict blind peer review by 3 anonymous international reviewers. The journal features conceptual and empirical papers, and editorial policy is to invite the submission of manuscripts from academics, researchers, post-graduate students, policy-makers and education practitioners. The Editorial Board will be looking particularly for articles about new trends and developments within different sectors of education and the application of new ideas and developments that are likely to affect educational practice, theory, policy and research. Journal of Contemporary Education Theory & Research also welcomes submission of manuscripts in areas that may not be directly education-related but cover a topic that is of interest to researchers, educators, policy-makers and practitioners in various educational sectors. The topics related to this journal include but are not limited to:
- Educational systems architectures
- Education policy
- Didactic and pedagogical issues
- Teaching and learning strategies
- Collaborative learning
- Environmental education
- Learning environment
- Distance education
- Quality and assessment in education
- Information and communication technologies for education
- Management of educational units
- Pre-school education
- Primary, secondary and higher education
- Vocational education
Manuscripts published in Journal of Contemporary Education Theory & Research should not have been published previously in any copyright form (print or electronic/online), unless the author(s) explicitly hold the copywrite under a CC-BY Licence. The general criteria for the acceptance of articles are:
- Contribution to the promotion of scientific knowledge in the greater multi-disciplinary field of education.
- Adequate and relevant literature review.
- Scientifically valid and reliable methodology.
- Clarity of writing.
- Acceptable quality of English language.
Journal of Contemporary Education Theory & Research is published twice per year (in Spring and in Autumn). Each issue includes the following sections: editorial, full papers, research notes, case studies, book reviews, conference reports, industry viewpoints, and forthcoming events.
Peer-Review Policy & Process:
All submissions to JCETR are first reviewed for completeness by the journal’s Secretariat, and only then sent to be assessed by the Editor-in-Chief and the Associate Editor who will decide whether they are suitable for peer review. If a manuscript is considered suitable for peer review, then it is subsequently assigned to 3 anonymous international reviewers (blind peer review process; identities of neither authors nor peer reviewers are disclosed).
Peer review reports are in English, are submitted through the journal’s online submission and reviewing system, and provide constructive critical evaluations of the authors’ work, particularly in relation to the appropriateness of methods used, whether the results are accurate, and whether the conclusions are supported by the results. Editorial decisions are based on peer reviewer comments that meet these criteria rather than on recommendations made by short, superficial peer reviewer reports which do not provide a rationale for the recommendations.
Potential peer reviewers are asked to inform the Editor-in-Chief of any possible conflicts of interest before accepting an invitation to review a manuscript. Communications between Editors and peer reviewers contain confidential information and are not shared with third parties.
The primary purpose of peer review – as employed by JCETR – is providing the Editors with the information needed to reach a fair, evidence-based decision that adheres to the journal’s editorial criteria. Review reports are also expected to help authors revise their paper such that it may be accepted for publication. Reports accompanied by a recommendation to reject the paper are expected to explain in details the major weaknesses of the research; this will help the authors prepare their manuscript for submission to a different journal.
Peer reviewers used by JCETR should adhere to the principles of COPE’s Ethical Guidelines for Peer-reviewers.
Peer reviewers are requested by the Editor-in-Chief to assess papers exclusively against JCETR’s criteria for publication. The following conventions should be respected for effectively administering JCETR’s blind peer review process:
- Reviewers should review the peer review policy of JCETR before accepting their reviewer role.
- Reviews should be conducted objectively.
- Personal criticism of the author(s) is inappropriate, as are defamatory/libelous remarks.
- Reviewers should express their views clearly with supporting arguments and references.
- Reviewers should declare any potential competing interests.
- Reviewers should decline to review manuscripts with which they believe they have a competing interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
- Reviewers should respect the confidentiality of material supplied to them and not discuss unpublished manuscripts with colleagues or use the information in their own work.
- Any reviewer who wants to pass a peer review invitation onto a colleague must contact the journal in the first instance.
Where an Editor is on the author list or has any other competing interest regarding a specific manuscript, another member of the Editorial Board will be assigned to oversee peer review. Editors will consider the peer-reviewed reports when making a decision, but are not bound by the opinions or recommendations therein. A concern raised by a single peer reviewer or the Editor himself may result in the manuscript being rejected. Authors receive peer review reports with the editorial decision on their manuscript.
Open Access Policy:
Journal of Contemporary Education Theory & Research is an Open Access journal, conforming fully to the Budapest Open Access Initiative (BOAI), and all of its content is available immediately after publication. Journal of Contemporary Education Theory & Research has adopted the BOAI policy of “free availability on the public internet, permitting its users to read, download, copy, distribute, print, search, or link to the full texts of its articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, is to give authors control over the integrity of their work and the right to be properly acknowledged and cited”.