Category Archives: Special Education

CCLI 2018 – Library Instruction by Design: Using Design Thinking to Meet Evolving Needs

The California Conference on Library Instruction seeks to showcase the ways in which librarians have approached library instruction and information literacy problems through the lens of Design Thinking.

Design Thinking involves using a designer’s perspective to improve services through creative problem solving. A fundamental aspect of this process is that it is iterative, in that intermediate “solutions” are potential starting points that allow for experimentation and flexibility in piloting or revitalizing programs. Design Thinking allows for redefinition of the initial problem by stakeholders throughout all points of the design process. “The challenges facing librarians are real, complex and varied. And given the rapidly evolving information landscape, they need new answers, which requires new perspectives, new tools, and new approaches. Design thinking is one of these new approaches” (1).

We invite you to submit a proposal in the form of a breakout session (60 minute presentations or 75 minute workshops) or a lightning talk (5 – 7 minutes). We recommend that prospective presenters review our evaluation rubric for presentations and workshops at: cclibinstruction.org/ccli-rubric-2018/. Proposals should relate to the conference theme, clearly outline the session, and be timely and applicable to librarians. For presentations and workshops, please include 2 – 3 learning outcomes as well as how you plan to incorporate active learning into your session.

Proposals might entail descriptions of a way in which you have gathered inspiration and generated ideas, made those ideas tangible, and / or how you have communicated what worked and what did not. Specific questions that could be addressed are:

What methods did you use to place library users at the center of your thinking?
What data did you gather before undertaking a large change?
What kinds of iterations did a large project undergo and how did you keep things on track?
What did you learn from unfinished, or even failed, approaches?

Please use our submission form at bit.ly/CCLI2018. The deadline for submissions is Monday, October 23. CCLI 2018 will be held at the University of San Francisco on Friday, June 1st, 2018.

We appreciate your consideration and look forward to hearing from you! For questions, contact Irene Korber (ikorber@csuchico.edu) or Ryne Leuzinger (rleuzinger@csumb.edu).

(1) IDEO. (2014). Design Thinking for Libraries. http://designthinkingforlibraries.com/

 

ISTE 2018

 Chicago IL

June 24-27, 2018

For more information go to: https://conference.iste.org/2018/presenters/submit_proposal.php

ISTE 2018 is the place where educator-tested strategies come together with proven resources for transforming learning and teaching. It’s also the place to get connected to the brightest minds in edtech, then network with them all year long.

We seek proposals from educators at any career stage, from all backgrounds and all parts of the world, and we love to see student participation in presentations! We also welcome exhibitor proposals that demonstrate noncommercial uses of technology to transform education.

Proposals must be submitted online by 11:59 p.m. PT, September 29, 2017.

What makes a good proposal?

We’re looking for presentations that:

  • Take advantage of student-centered pedagogy; show how educators can individualize learning by differentiating instruction and introducing real-world problem-solving; and support your ideas with the latest scientific research on how students learn.
  • Enhance educators’ knowledge. Our goal is to increase both the technical knowledge and the pedagogical content knowledge of educators and teacher candidates.
  • Help develop leadership skills. Explore ways to encourage and empower educators and students to lead.
  • Advance digital age learning. Delve into systems, models, practices and strategies for creating meaningful digital age learning experiences, both virtual and face to face.
  • Address the ISTE Standards. How does your proposal support the ISTE Standards? Provide a model for achieving standards-aligned objectives.
  • Encourage audience participation. Think beyond the lecture and devise new ways to engage your audience. Our session formats include interactive lectures, BYODs, snapshots, roundtables, open-area poster sessions and more. Demonstrate the use of technology to model instructional best practices.
  • Add to the conversation around current relevant challenges, including computer science and integration of computer science into curriculum, higher ed topics and virtual reality.

 

Educational Forum Themed issue on Educator Activism in Politically Polarized Times

Call for Manuscripts for Themed Issue

The Educational Forum

Volume 82, No. 3

Educator Activism in Politically Polarized Times

Editors: Alan Amtzis, Tabitha Dell’Angelo, and Ryan Flessner

Due date: November 1, 2017

What is the impact of political polarization on curricula, pedagogy, funding, and other imposed policies across the educational landscape? How are P-16+ educators and school leaders responding to politically motivated intellectual and policy challenges at the school level? In what ways are teacher educators revising their materials and methods in response to political strife? How are educators negotiating political conflicts with government and community stakeholders at all levels?

For example, some educators in the UK hope to revive political education at the school level as a means to create a more civically literate society. Similarly, in the US, where the federal administration has taken controversial stances on climate change, civil rights, and immigration, many teachers are adjusting curricula and pedagogy to emphasize and retain access to social and scientific knowledge important to a just and inclusive democracy. In many countries and cultures around the globe, educational processes are being mediated by state-sponsored mandates. This themed issue seeks to explore and highlight the educational advocacy and activist work being done in the name of global literacy, social justice, and resistance in a political climate where new filters on knowledge may seek to dismantle public education and affiliated social institutions by limiting critical perspectives in students’ educational experience.

Research articles, essays, and policy briefs might address questions or ideas such as:

  • the ways schools and communities are implementing strategies that recognize and respond to conditions that contribute to (or address) education inequity
  • the methods educators are taking to actualize and maintain strong social justice stances in and out of the classroom
  • the approaches educators, students, and communities are taking to organize as participants in the growing movement to resist political agendas
  • the individual or local pedagogic practices and wide-scale reforms being implemented to ensure student access to all knowledge

These questions suggest topic areas but are not exhaustive. We encourage submissions not only from scholars and researchers but also from students, teachers, and community members.

Submissions should not exceed 7,000 words, including all references.

We seek previously unpublished thematic essays or empirical research. For full instructions, please visit: http://www.kdp.org/publications/theeducationalforum/authorguidelines.php

Submission deadline: November 1, 2017. Submissions must be made at: http://mc.manuscriptcentral.com/utef

Please include the code “823” at the beginning of your manuscript title.

For more information, please contact the issue co-editors:

Dr. Alan Amtzis (amtzis@tcnj.edu),

Dr. Tabitha Dell’Angelo (dellange@tcnj.edu), or Dr. Ryan Flessner (rflessne@butler.edu).

 

Journal of Formative Design in Learning

An official journal of the Association for Educational Communications & Technology

Presents original papers that inform the study and practice of education and training

Bridges theory and practice, discussing new developments and their impact on the practice of education and training

Fosters collaborations between researchers and practitioners of the learning process

Journal of Formative Design in Learning bridges the gap between theory and practice by providing reflective practitioners (designers, teachers, instructors, researchers, and others) in teaching and learning with a single source of scholarly papers that discuss new developments and the impact of this new knowledge on the field. The journal publishes original papers on research-based design and development with a focus on applied research, including evaluation reports, action research, case studies, and lessons learned that inform improvement in instruction, and design and development approaches. While the main audience is practitioners, all articles are grounded in established research and theory. The journal encourages and nurtures the development of reflective practitioners of the learning sciences and serves to update and redefine the concept of learning. The journal fosters collaborations between researchers and practitioners of the learning process, and articles inform the study and practice of education and training. The journal provides opportunities not only to established academics and practitioners, but also to junior faculty and emerging scholars. A formative peer-review process is specifically designed to help less experienced authors understand the submission, review, and publication processes of this peer-reviewed academic journal.

For more information about submissions go to http://www.editorialmanager.com/JFDL/default.aspx

TechTrends special issue on current innovative research methodology in the instructional design and technology field

The Research and Theory Division of AECT is sponsoring a special issue of TechTrends related to current innovative research methodology in the instructional design and technology field. We welcome proposals in which researchers are rigorously using innovative methods of data collection and analysis as part of an investigation that helps further advance knowledge on the field.

Special Issue Co – Editors

Enilda Romero-Hall, Ph.D.
University of Tampa
eromerohall@ut.edu

E-ling Hsiao, Ph.D.
Valdosta State University
ehsiao@valdosta.edu

Fei Gao, Ph.D.
Bowling Green State University
gaof@bgsu.edu

Submissions should align with the RTD mission to promote the development and advancement of theory; promotes, presents, and disseminates research and scholarship that encompasses multiple perspectives; advocates the study of social and cultural issues in the field; supports, fosters, and mentors emerging scholars. The division provides a professional community for AECT members with an interest in research and theory. The following is a non-exhaustive list of possible innovative methods of data collection and analysis:

– Educational data mining
– Learning analytics
– Social network analysis
– Advanced statistical modeling
– Network anthropology
– Eye tracking
– EEG
– fMRI
– Other physiological measures
– Integrative approaches to ‘mixing’ qualitative research
– Netnography
– Person-centered analyses
– Interactional ethnography
– Rhizoanalysis
– Photovoice
– Art-based data analyses
– Appreciative inquiry
– Concept mapping research
– Visual analysis
– And other innovative research methodologies

Expected publication date: September 2018

Submission Information
Articles should follow the writing style guidelines for Tech Trends. Submissions should be 4000-­-5000 words in length (10 ­-15 pages) and abstracts should not exceed 150 words. Use APA formatting throughout.

Please upload a PDF file with your name, institution, and email address as well as a brief overview (approx. 500 words) of the proposed article using the following link: http://tiny.cc/TechTrendsRTDSpecialIssue for initial review. If accepted for review, you will be directed to a Tech Trends portal for this special issue where you will submit your full article per the schedule below.

We kindly ask authors to also serve as reviewers for the submissions. Reviewers will also be requested from the overall AECT RTD membership. Thank you.

Important Dates
• August 7, 2017 – Call for Proposals posted
• September 15, 2017 – Proposals due: http://tiny.cc/TechTrendsRTDSpecialIssue
• October 16, 2017 – Notify accepted proposals
• January 29, 2018 – Full submissions due AND start peer review process
• March 16, 2018 – Reviews due
• April 27, 2018 – Notify authors of review decisions
• June 1, 2018 – Final and reviewed papers due

Best regards,

Enilda Romero-Hall, Ph.D.
RTD President

Assistant Professor
College of Social Science, Mathematics, and Education
The University of Tampa

International Journal of Bias, Identity and Diversities in Education (IJBIDE)

CALL FOR PAPERS

Mission of IJBIDE:

The International Journal of Bias, Identity and Diversities in Education (IJBIDE) investigates critically the positioning of diverse individuals in formal and informal contexts of education – from kindergarten to adult education, but also lifelong learning. Diversities here refer to different identity markers such as ethnicity, religion, gender, social class, citizenship, disabilities, educational background and language(s). IJBIDE is clearly positioned within a non-essentialist and non-culturalist perspective. IJBIDE also aims to promote original research methods by linking up macro- and micro- methodological approaches. The journal is fully blind peer reviewed by the best experts in the field and publishes empirical and conceptual research and case studies from around the world.

Indices of IJBIDE:

  • Cabell’s Directories
  • Google Scholar
  • Ulrich’s Periodicals Directory

Coverage of IJBIDE:

The topics covered in the contributions include (but are not limited to):

  • The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)
  • Bullying, bias, segregation and discrimination in education
  • Academic and student mobility and diversities
  • Diversities and informal learning
  • School choices and diversities
  • Teaching about diversities (intercultural/global competence)
  • Forms of discrimination and segregation in education
  • Place/space and diversities
  • Diversities and digital educational technologies
  • Links between ‘home’ and school in relation to diversities (parents)
  • Media representations of diversities in education
  • Assessment, evaluation and diversities
  • Role and place of diversities in education policies
  • Diversities within a school system
  • Teaching material and diversities
  • History of diversities in education
  • Interactions between and integration of students of diverse backgrounds
  • Role and place of teachers of diverse backgrounds
  • Perception and integration of the ‘foreigner’ in education
  • Diversities and multilingual education
  • Methods or methodologies/conceptual approaches and researching diversities
  • Reflexivity and/or critical awareness around diversities in education
  • Social Action and Diversities
  • The commodification or processes of commodifying of diversities in education
  • Inclusive education and diversities
  • The impact of globalization on diversities
  • Social processes and diversification/differentiation
  • Multimodality and diversities

Interested authors should consult the journal’s manuscript submission guidelines www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026

International Journal of Teacher Education and Professional

CALL FOR PAPERS

Development Editor-in-Chief: Molly Zhou

 

Published by IGI Global: www.igi-global.com

 

 

http://www.igi-global.com/calls-for-papers/international-journal-teacher-education-professional/178151

Invitation

The Editor-in-Chief of the International Journal of Teacher Education and Professional Development (IJTEPD) invites authors to submit manuscripts for consideration in this peer reviewed, scholarly journal. The following describes the mission, coverage, and guidelines for submission to IJTEPD.

 

Mission

The mission of the International Journal of Teacher Education and Professional Development (IJTEPD) is to offer important perspectives on teaching and learning and to provide a forum for teacher education in an international context. IJTEPD will bridge the discussion and dialogue of teaching as a profession together while integrating the theoretical, practical, and pedagogical discourse as the core to teaching and learning. The objectives of this journal will be to contribute to continued discussion on teacher education, to create a venue for teacher education professionals to share and learn together, and to provide a platform for open discussion of teaching and learning in an international context.

 

Coverage

  • Accreditation
  • Assessment
  • Curriculum Development
  • Diversity
  • Educational Research
  • Educational Technology
  • Instructional Technology
  • Issues in Education
  • Teacher Education
  • Teacher Training
  • Teaching and Learning

 

Submission

Researchers and practitioners are invited to submit their original empirical research articles 3,000–8,000 words in length. Interested authors must consult the journal’s guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted articles will be reviewed on a double-blind review basis by no fewer than 3 members of the journal’s Editorial Review Board and 1 Associate Editor. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers and at the sole discretion of the Editor-in-Chief.

 

All manuscripts must be submitted through the E-Editorial Discovery™ online submission manager. Please see the link at the bottom of this page.

 

Inquiries can be forwarded to the Editor-in-Chief, Molly Zhou, at mzhou@daltonstate.edu.

 

http://www.igi-global.com/calls-for-papers/international-journal-teacher-education-professional/178151

 

 

 

Ireland International Conference on Education (IICE-2017)

April 24-27, 2017
Clayton Hotel Ballsbridge
Dublin, Ireland
http://www.iicedu.org
*******************************************************************

The IICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The IICE promotes collaborative excellence between academicians and professionals from Education. The aim of IICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE 2017 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.
The topics in IICE-2017 include but are not confined to the following areas:

*Academic Advising and Counselling
*Art Education
*Adult Education
*APD/Listening and Acoustics in Education Environment
*Business Education
*Counsellor Education
*Curriculum, Research and Development
*Competitive Skills
*Continuing Education
*Distance Education
*Early Childhood Education
*Educational Administration
*Educational Foundations
*Educational Psychology
*Educational Technology
*Education Policy and Leadership
*Elementary Education
*E-Learning
*E-Manufacturing
*ESL/TESL
*E-Society
*Geographical Education
*Geographic information systems
*Health Education
*Higher Education
*History
*Home Education
*Human Computer Interaction
*Human Resource Development
*Indigenous Education
*ICT Education
*Internet technologies
*Imaginative Education
*Kinesiology & Leisure Science
*K12
*Language Education
*Mathematics Education
*Mobile Applications
*Multi-Virtual Environment
*Music Education
*Pedagogy
*Physical Education (PE)
*Reading Education
*Writing Education
*Religion and Education Studies
*Research Assessment Exercise (RAE)
*Rural Education
*Science Education
*Secondary Education
*Second life Educators
*Social Studies Education
*Special Education
*Student Affairs
*Teacher Education
*Cross-disciplinary areas of Education
*Ubiquitous Computing
*Virtual Reality
*Wireless applications
*Other Areas of Education

– You can submit your research paper to papers-2017april@iicedu.org

Important Dates:

*Short Abstract Submission Date: February 05, 2017
*Notification of Short Abstract Acceptance/Rejection: February 10, 2017
*Extended Abstract, Research Paper, Student Paper, Case Study, Report Submission Date: February 12, 2017
*Notification of Extended Abstract, Research Paper, Student Paper, Case Study, Report Acceptance/Rejection: February 20, 2017
*Proposal for Workshops Submission Date: February 10, 2017
*Notification of Workshop Acceptance/Rejection: February 15, 2017
*Posters Proposal Submission Date: February 12, 2017
*Notification of Posters Acceptance/Rejection: February 20, 2017
*Camera Ready Paper Due: March 24, 2017
*Early Bird Registration Deadline: February 25, 2017
*Late Bird Registration Deadline (Authors only): March 15, 2017
*Late Bird Registration Deadline (Participants only): March 20, 2017
*Conference Dates: April 24 – 27, 2017

For further information please visit www.iicedu.org

If you need any further details about the conference then these are they ways in which you can contact us.

Contact details:

Telephone – 01268 523262

Email – g.akmayeva@infonomics-society.org or this email address

Address – Southernhay, Basildon, Essex, SS14 1EB, UK

Thank you.

Best regards,

Holly Green
Conference Coordinator

2017 International Teacher Education Conference (ITEC)

The 2017 International Teacher Education Conference (ITEC) will be held August 16-18, 2017, at the Harvard University Faculty Club in Cambridge, Massachusetts.

International Teacher Education Conference aims to provide a multinational platform where the latest trends in education can be presented and discussed in a friendly environment with the aim to learn from each other. Prospective presenters are encouraged to submit proposals for papers and posters/demonstrations that offer new research or theoretical contributions. Presentations should be in Turkish or English. This conference is co-sponsored by AECT.

For more information go to: http://www.ite-c.net/

ITEC 2017 conference is supported by Sakarya University and TASET and will take place at Harvard University Faculty Club in Cambridge, MA, USA, August 16-18, 2017.

Furthermore, if the presenter is unable to attend the oral presentation, video presentations are available. For further information on how to submit, please refer to the Paper Submission section on our website. For paper guidelines, please refer to the Paper Guidelines section.

Selected papers will be published in TOJET. TOJET is indexed in ERIC and SCOPUS.

Conference Language

Papers should be in Turkish or English, and should address both theoretical issues and new research findings. Abstract submitted to the conference must be in English and 50-100 words abstract should be provided. The paper should be minimum 3, maximum 8 pages long including pictures and tables.

Proposal & Abstract Submission Deadline: Until August 11, 2017

Full Paper Submission: Until September 20, 2017

Registration: Until August 11, 2017

Conference: August 16-18, 2017

Attention: When you submit your paper you will be informed about your submission in 4-5 days whether it is accepted or not.

 

KDP’s Convocation 2017: “Building Bridges to Quality Learning”

You are invited to submit a proposal for KDP’s Convocation 2017—themed “Building Bridges to Quality Learning”—this coming October 26–28 in Pittsburgh, Pennsylvania.

Convocation, or Convo, offers opportunities to present and share your expertise in a variety of interactive and engaging formats. Educators of all levels and disciplines are encouraged to submit proposals. Your proposed presentation can be tailored toward graduate or undergraduate students, PreK–12 teachers, school administrators, or higher education professionals.

Proposals are due February 15. For additional information about the conference, proposal guidelines, selection criteria, and proposal submission form, please visit the KDP website.

Call for Proposals

Proposals open: January 3, 2017
Submission deadline: February 15, 2017
Notification of acceptance: April 1, 2017
Submit a proposal


Interested in sharing your innovative techniques and content?
Learning environments should model innovation, be centered on real-world issues, and be visually or technologically stimulating, Convo presentations should be too! Quality learning experiences for attendees should be designed using approaches that engage participants in active learning and lead to maximum retention.

Presentations selected for the program will include a wide variety of topics in several specific formats. All proposals will be evaluated according to established criteria. Following a peer review only the highest quality presentations that best fit the framework of the Convocation will be added to the program. To help you get started review the educational strands and suggested topics here.

Workshops
[May be scheduled on any day of the 3-day conference; 60-minutes]
KDP is seeking workshop presenters who will engage attendees in innovative ways, create highly interactive sessions, and provide opportunities for application and use of the information. Ideally, the format should be no more than 50% delivered information, with the rest of the session including interactive or hands-on engagement. 

EdTalks
[May be scheduled on any day of the 3-day conference; 15 minutes within a 60-minute session]
Individuals will have 15 minutes to share a tightly focused presentation, followed by a 15-minute block at the end for questions and discussion. KDP will select and group three topically related presentations within each session.

Story Slams
[May be scheduled on any day of the 3-day conference; 10 minutes within a 60-minute session]
Real stories are an engaging way to convey impactful messages and lessons. In this format, selected presenters must share a personal story from their own experience in a way that includes a lesson in overcoming an obstacle in a school, team, or professional setting or a teaching strategy. KDP will assign each presenter to a group so that attendees will listen to a series of five presenters, each presenter sharing a 10-minute story.

Chapter Posters
[Saturday only, 75-minute session]
Set up like a gallery, this poster session provides an informal way for chapters to share best practices and successful strategies within the Chapter Member Engagement Model. Through a poster display, a prepared 10–15 minute presentation, and handouts, posters offer new ideas for programming, leadership, and chapter management that current and future leaders can take back to their respective chapters. Possible topics for this poster session include service projects, officer training, member retention programs, fundraising practices, collaboration with community agencies, literacy programs, and strategies for becoming an Achieving Chapter of Excellence (ACE) chapter.

Guidelines for Proposals

Selection Criteria

Proposal Form