About this journal

Learning: Research and Practice is an international journal of education that recognizes the complexities of interactions between different approaches to understanding the phenomena of learning. We aim to highlight novel perspectives on how learning occurs, the relationships between knowledge, learners, their peers, educators, and tools, and how these processes can be supported or even enhanced, as well as its normative prescription. We are open to inquiries about learning in its various sites, in contexts in and out of schools and other institutions, and across the entire life span when it happens. In particular, practices of learning with in-depth case reports are encouraged.

Additionally, work that foregrounds the relationship between learning and technology is a priority for this journal. Because technologies are not neutral or politically agnostic artefacts, research that recognises the contexts in which technologies are designed and deployed, as well as the theoretical mechanisms for how learning is improved (or possibly harmed) with technology, will be a feature of this journal. 

Diverse levels of analysis have been proposed, ranging from the micro-genetic to the ecological. While significant gains have been reported, the challenge remains in developing an integrative comprehension. What role, for instance, might a social collaborative approach to learning play in emotions or cognition? How do artefacts influence embodied interactions and create cultures of learning? What may be sociocultural, political, and contextual influences on the design of learning artefacts, systems, and environments; and what may be its outcomes? While not meant to be exhaustive, these are some suggestive lines of inquiry that we want to curate.

While theories of learning provide hard won knowledge of good general utility, it is nonetheless important to guard against a mechanistic, reductionist perspective that simply assumes all human interaction must proceed apace. The practice of learning presents challenges in the form of complexity that prevents us adopting such hubris. We therefore also welcome case reports that present the metaphorical black swan and invite the community to puzzle along in explanation.

Contributions that are supported by a variety of theoretical orientations, drawing from, but not limited to, anthropology, cognitive psychology, cognitive sciences, computational sciences, curriculum and instruction, educational neuroscience, educational psychology, educational technology, learning sciences, and sociology are welcome. We are also open to all methodological approaches including quantitative, qualitative, developmental, design-based and mixed methods.

Published Sections
Learning: Research and Practice accepts both established and emerging epistemic warranting methods, and welcomes theoretical investigations and empirical studies. The journal welcomes submissions for the following sections:

• Research Articles (6,000 words): articles of empirically supported studies on learning, or extended theoretical arguments.
• Brief Reports (3,000 words): reports of innovative current work at earlier stages of idea conceptualisation and/or empirical exploration that is of high value to learning researchers and practitioners.
• Letter to the Editor / Article Commentary (1,000 words): article commentaries, responses to commentaries, and/or discussions of general relevance.
• Book Reviews (1,000 words): reviews to provide recommendations to the scholarly community.

For other lengths and types of articles, please write directly to the editor.

Peer Review Integrity

All submitted manuscripts are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous expert referees. All peer review is double anonymized and submission is online via ScholarOne Manuscripts.

Readership

Researchers, educators, policy-makers, school leaders

Keywords

Learning Sciences, Educational Research, Learning and Instruction, Educational Psychology, Educational Technology

STAR
Taylor & Francis/Routledge are committed to the widest possible dissemination of its journals to non-profit institutions in developing countries. Our STAR initiative offers individual researchers in Africa, South Asia and many parts of South East Asia the opportunity to gain one month’s free online access to 1,300 Taylor & Francis journals. For more information, please visit the STAR website.

Editor
Elizabeth Koh - National Institute of Education, Nanyang Technological University, Singapore
Chen Wenli - National Institute of Education, Nanyang Technological University, Singapore

Associate Editors
Azilawati Jamaludin - National Institute of Education, Nanyang Technological University, Singapore
Vicente Reyes - University of Bristol, United Kingdom
Yann Shiou Ong - National Institute of Education, Nanyang Technological University, Singapore
Michael Tan - National Institute of Education, Nanyang Technological University, Singapore
Jennifer Yeo - Singapore University of Social Sciences, Singapore
Katherine Guangji Yuan - National Institute of Education, Nanyang Technological University, Singapore

Editorial Advisory Board
Ching-sing Chai - The Chinese University of Hong Kong, Hong Kong SAR
Bodong Chen - University of Pennsylvania, United States
Young Hoan Cho - Seoul National University, South Korea
Frank Fischer - Ludwig-Maximilians-University Munich, Germany
Andy Goodwyn - University of Bedfordshire, United Kingdom
David Hung - National Institute of Education, Nanyang Technological University, Singapore
Nancy Law - University of Hong Kong, Hong Kong SAR
Lijia Lin - University of Macau, China
Chee Kit Looi - The Education University of Hong Kong, Hong Kong SAR
Camillia Matuk - New York University, United States
Hyo-Jeong So - Ewha Womans University, South Korea
Kok-Sing Tang - Curtin University, Australia
Jingjing Zhang - Beijing Normal University, China

Book Review Editor
Michael Tan - National Institute of Education, Nanyang Technological University, Singapore

News, offers and calls for papers