Journal Of Online Learning Research Call for Proposals: Professional Development in K-12 Online and Blended Learning

Journal Of Online Learning Research

Call for Proposals: Professional Development in K-12 Online and Blended Learning

As the popularity of online and blended learning escalates in primary and secondary education, the need for quality professional development for these learning environments also grows. Research indicates that the skills of traditional or face-to-face teachers carryover to the online and blended learning environment; however, the paradigm shift often requires additional skills to account for the new instructional mediums. Adjustments to traditional instruction and even new skills are needed to implement blended learning philosophy with fidelity. Likewise, administrator expecta- tions also have to be clarified in these new environments.

For this special issue, the co-editors are seeking submissions that share research and ideas for professional development programs that prepare future and current teachers for

these new learning environments. An important emphasis for this special issue is on professional development programs and practices that exist and their impacts on blended and/or online learning practices. More specifi- cally, the co-editors are seeking submissions that focus on the development, implementation, assessment, or other related topics focusing on professional development surrounding the online/blended learning communi- ties, or in areas related to this genre of education. The goal is to publish scholarly papers from a broad cate- gory of topics with a focus on professional development in blended and/or online learning environments.

Topics
Suggested topics related to K-12 professional development include (but are not limited to):

• Addressing All Stakeholders • Adoption Models
• Assessment

  • Badging/Recognition Best Practices Case Studies
  • Characteristics of Effective Implementation
  • Choosing the “Right” Model
  • Climate
  • Culture
  • Competency-Based Models Desired vs. Actual Results Development (In-House vs.

    3rd-Party, etc.) and Impacts Effective Models

  • Efficacy
    • Follow-Up for Continued Support/Growth Impact Implementation Incentive-Based PD Modeling • Motivation
    • Needs Assessment Obtaining Stakeholder Buy-In Personalization
    • Readiness Assessment Stakeholder Attitude
    • Stakeholder Perception

    Various topics are suggested; however, all aspects of professional development for K-12 online/blended learning are encouraged for consideration. Submissions must be based on scholarly research and should be grounded in a review of existing literature and theory when appropriate. All methods and approaches of re- search are welcome with an author agreement of understanding that all manuscripts will be subject to review and editorial revision.

Journal Of Online Learning Research

Call for Proposals: Professional Development in K-12 Online and Blended Learning

Submission Guidelines

Please submit manuscripts directly through the AACE Publications submission link below:

http://www.aace.org/publish/?fuseaction=Authors.BeginSubmission

Deadline for Submissions: January 15, 2016

Do not send manuscripts to the Guest Editors. The manuscripts must go through a double blind review process. Note: Contributors may also be requested to serve as reviewers for this project. Authors are encouraged to contact the Guest Editors to propose an idea for submission to ensure the appropriateness of the proposed study for this venue.

Guest Editors

Dr. Wendy Oliver, Ed.D.

Wendy@thrivist.com

Dr. Rebecca Parks, Ph.D.

RParks@teachingtodaysteachers.com

JOLR is a publication of AACE.

Veille scientifique du CRIFPE No. 123, 23 septembre 2015

Veille scientifique du CRIFPE
No. 123, 23 septembre 2015

Livres

– Brun-Picard, Y. (2015). Pratiques éducatives et d’enseignement : La place de la didactique au service de l’oeuvre pédagogique. Paris : L’Harmattan.  [Intervention, Profession] Lire… 
– Dubé, G. (2015). Parcours d’une formatrice d’enseignants au Québec : Autoethnographie d’une quête personnelle. Paris : L’Harmattan.  [Formation, Profession] Lire… 
– Lattimer, H. & Caillier, S. (2015). Surviving and Thriving with Teacher Action Research : Reflections and Advice from the Field. Bruxelles (Belgique) : Peter Lang.  [Intervention, Profession] Lire… 
– Regnault, E. (2015). L’éducation comparée entre approche pragmatique et approche compréhensive. Strasbourg (France) : Université de Strasbourg. Lire… 
– Stead (eds.), V. (2015). The Education Doctorate (Ed.D.) Issues of Access, Diversity, Social Justice, and Community Leadership. Bruxelles (Belgique) : Peter Lang.  [Formation, Profession] Lire… 

Mémoires et thèses

– Basque, M. (2014). Les déterminants de la réussite scolaire dans les écoles efficaces. Thèse de doctorat inédite, Université Laval, Québec.  [Profession] Lire… 
– Chen,, S. (2012). Making Sense of the Public PhD Dissertation Defense : A Qualitative Multi-Case Study of Education Students’ Experiences. Thèse de doctorat inédite, Université McGill, Montréal.  [Profession] Lire… 
– Rahimi, S. (2015). Social comparisons in teachers: effects on adjustment and emotions. Mémoire de maîtrise inédit, Université McGill, Montréal.  [Intervention, Profession] Lire… 
– Williams, M. (2015). Participants’ experience of the Trinidad and Tobago educational leadership project (TTELP): a case study. Thèse de doctorat inédite, Université McGill, Montréal.  [Intervention, Profession] Lire… 

Rapports et études

– Conseil supérieur de l’éducation (2015). Retracer les frontières des formations collégiales : entre l’héritage et les possibles : Réflexions sur de nouveaux diplômes collégiaux d’un niveau supérieur à celui du DEC technique. Québec, Québec : Gouvernement du Québec. Lire… 
– Espinosa, L., Gaertner, M. N. & Orfield, G. (2015). Race, Class, and College Access: Achieving Diversity in a Shifting Legal Landscape. Washington, DC., USA : American Council on Education. Lire… 
– Laughlin Davis, L., Kong, X. & McBride, Y. (2015). Device Comparability of Tablets and Computers for Assessment Purposes. Chicago (Illinois) : National Council in Measurement in Education. Lire… 
– Peres, É. (2015). Les données numériques : un enjeu d’éducation et de citoyenneté. (Rapport no. 41115-0001). Paris : Conseil économique, social et environnemental , Les éditions des Journaux officiels.  [Intervention, Profession] Lire… 

Périodiques professionnels

– Cahiers pédagogiques (522) 2015 Lire… 
– Pédagogie collégiale, 28 (4) 2015 Lire… 
– Phi Delta Kappan, 97 (1) 2015 Lire… 
– Teach Magazine/Le Prof 2015 Lire… 

Revues scientifiques

– Action in Teacher Education, 37 (3) 2015 Lire… 
– Assessment in Education: Principles, Policy & Practice, 22 (4) 2015 Lire… 
– Journal of Early Childhood Teacher Education, 36 (3) 2015 Lire… 
– Journal of Education for Teaching International research and pedagogy, 41 (3) 2015 Lire… 

Dossier de Veille de l’Institut français de l’éducation (IFÉ)

– Dossier de veille de l’IFÉ n° 103, septembre 2015 : Le développement de compétences en milieu professionnel Lire… 
– Dossier de veille de l’IFÉ n° 102, juin 2015 : Apprentissages des nombres et opérations : les données du problème Lire… 
– Dossier de veille de l’IFÉ n° 101, mai 2015 : Lire pour apprendre, lire pour comprendre Lire… 
– Dossier de veille de l’IFÉ n° 100, mars 2015 : Eduquer au-delà des frontières disciplinaires Lire… 

Colloques en éducation

– XIVes Rencontres du Réseau international de recherche en éducation et en formation, (RÉF 2015) : Colloque Devenir enseignant aujourd’hui et demain Lire… 
– 4e Sommet de l’iPad et du numérique en éducation Lire… 
– 3e colloque international en éducation : Enjeux actuels et futurs de la formation et profession enseignante Lire… 
– EduTeach2016- Canadian International Conference on Advances in Education, Teaching & Technology ”Challenges & Issues in Technological transformation” Lire… 

Les archives de la veille scientifique sont disponibles à l’adresse suivante:  http://crifpe.ca/veille

Responsable :  richard.croteau@umontreal.ca

Call for Papers (V 3: I 5) International Journal of Innovative Research in Technology & Science (IJIRTS) An Inspiration for Recent Innovation & Research

ISSN:2321-1156
www.ijirts.org
Call for Papers (V 3: I 5)

International Journal of Innovative Research in

Technology & Science (IJIRTS)

An Inspiration for Recent Innovation & Research….

International Journal of Innovative Research in Technology & Science is an online Journal in English published bi- monthly for scientists, Engineers and Research Scholars involved in Engineering, Management and Science its applications to publish high quality and refereed papers. Papers reporting original research and innovative applications from all parts of the world are welcome. Papers for publication in the IJIRTS are selected through rigid peer review to ensure originality, timeliness, relevance and readability.
Submission Deadlines: 15 SEPTEMBER 2015
Author Notification: Within 7-10 days after submission.
Online Publishing: 30 SEPTEMBER 2015
Submit article: email to editor@ijirts.org,submit.ijirts@gmail.com
For more Information Visit www.ijirts.org
For author’s convenience, we strongly follow the following steps.
1. Response will be given within 24 hours
2. The paper will be reviewed within 7-10 days.
3. Author will get their Acceptance/Rejection Notification within 10 days of submitting paper.
4. All the accepted papers will be open accessible with full PDF download.
5. Corresponding author of the paper will get the soft copy of the journal
editor@ijirts.org,submit.ijirts@gmail.com