Teachers, school administrators and policy makers are faced with the special needs of alienated, disaffected and disadvantaged students who have distinctive ways of engaging with learning, with schools and with the community. This Special Issue focuses on civic education for these students.
We would like to invite your submissions to the Special Issue in Educational Psychology to share your recent research in one of the following areas:
- Empirical studies that address conceptual, theoretical or assessment issues related to civic education for alienated, disaffected or disadvantaged students
- Civic values, belief, behaviors or skills of alienated, disaffected or disadvantaged students
- Empirical studies concerned with improving civic learning environments for alienated, disaffected or disadvantage background students
This Special Issue is also open to manuscripts that are relevant to the field of educational psychology but do not fit neatly into any of the areas listed above.
Preparation of Manuscript
Instructions for authors can be found here.
Interested authors are invited to submit their abstracts online to Dr. Xiaoxue Kuang, Dr. Jinxin Zhu and Prof. Kerry Kennedy, Editors of the Special Issue c/o Educational Psychology by email: firstname.lastname@example.org. Please entitle the email subject as “Abstract Submission: Special Issue on Civic Education for Alienated, Disaffected and Disadvantaged Students”.
Full Manuscript Submission
Authors of successful proposal will be invited to submit manuscripts. All manuscripts must be submitted through the Manuscript Central site.
Please note the following dates:
Phase 1: Abstract Screening
- Deadline for submitting abstracts: 18 August 2017 (Friday)
- Date by which authors of successful proposals will be notified: 15 September 2017 (Friday)
Phase 2: Manuscript Review
- Deadline for submitting completed manuscripts: 15 December 2017 (Friday)
- Date by which authors of successful submissions for the Special Issue will be notified: 3 August 2018 (Friday)
Expected publication date: End of 2018
The review process will follow the standard procedures of Educational Psychology, but will be managed by the Guest Editors. Each submitted manuscript will undergo a double-blind review process involving at least two reviewers.
- Guest Editor: Xiaoxue Kuang, The Education University of Hong Kong, Hong Kong
- Guest Editor: Jinxin Zhu, The Education University of Hong Kong, Hong Kong
- Guest Editor: Kerry Kennedy, The Education University of Hong Kong, Hong Kong