PRAXIS can be defined as the meeting ground of theory and practice. This meeting ground has the potential to be transformative. It is not just thinking or reflecting about our action but it is also taking action as a result of our thinking; theory and practice act upon each other as if in a dialectical dance. Praxis, in this journal, provides an opportunity to acknowledge, explore, celebrate, question, and extend the range and variety of PK-12 arts, literacies, literatures, and related fields. We want to examine the challenges and engagements in these interrelated areas for the growth and development of our local, national and international communities for the betterment of all humankind.
We welcome papers and reports from PK-12 teaching and learning contexts that acknowledge the joys, triumphs, challenges of teaching and learning in traditional and non-traditional settings.
Reflexive Journals and Letters About Your Teaching Day
Reflexive journals and letters about your teaching day are designed to capture your thinking, challenges and triumphs as you go through your teaching day or week. This is particularly designed for novice teachers but anyone can prepare a submission of this type. Details should include an introduction and explanation of why you felt compelled to write a journal or letter; the journal or letter; a closing section – what does all this mean? Length: 3-5 double-spaced pages with references.
Teachers’ Study Group Agendas and Reports
Teacher study group agendas and reports are meant to demonstrate the dynamic vitality of teachers as professionals with agency to organize, support and sustain their professional identity as educators. Details should include a description of the setting and context of the study group; the agenda for the meeting(s), and reflections on what took place; a closing paragraph on what this means for teachers as professionals. Length: 10-15 double-spaced pages with references.
Innovative Units and Lessons
What are your innovative teaching and learning ideas? Units and lesson plans are the life blood of teaching and describe in detail what happens when we challenge and engage students, drawing upon multiliteracies in meaningful ways. Submissions should include the school’s context and a rationale for the unit or lesson, along with grade and subject level goals and objectives. Procedures should include introduction, body and conclusion with all the steps so that readers can carry out your ideas. If presenting an entire unit, provide an overview in table format of the goals, objectives, and skills that you will teach over the period of time. Units of work should run for a minimum of three weeks to a semester and should engage in theme-based authentic learning experiences. Include a section on assessments and accommodations for students with special learning needs. Finally, conclude with reflections on the lesson or unit, including recommendations. Length: 5-8 double-spaced pages with resources and references.
Program reports are detailed descriptions of the programs in your schools along with examples of their successes and challenges. Your program reports should include background description on the program, including number of years in operation, how and why it was developed, how the program was carried out and evidence of evaluation. Include also examples of success, challenges and recommendations for future development. Length: 10-15 double-spaced pages with resources and references.
Instructional Technologies Applications and Reports
Instructional technologies, applications and reports are short teaching ideas or reports on the use of an app, social media, website, or any new technologies to teach. All sites and mediums must be cost free. These reports should include the following sections: What am I talking about?; How to use it; Feedback and recommendations. Length: 10-15 double-spaced pages.
Travel Abroad Itineraries and Insights
Education-based study abroad itineraries are reports and reflections on a study abroad experience that you have had with educators and/or students. Reports should include: Where I went, when, why and with whom. In addition to the details of the daily itinerary reflections on the experience, the report should include recommendations for future study abroad and students’ feedback. Length: 10-15 double-spaced pages with references.
Reading reflections may include (1) Book club reports demonstrating the dynamic vitality of teachers as professionals with agency to organize, support and sustain their professional identity; or (2) Reports of reading lists reflecting the decisions that educators make about what students should be taught. All reflections should include a description of the setting and context; the agenda for the meeting(s), or purpose for the reading list; and reflections on the process with implications for teachers and/or students. Length: 10-15 double-spaced pages with references.
Professional Development Reports
Professional development reports describe the transformative experiences you have had in learning to be a better teacher. Begin this section with the context and why you attended this professional development. Describe what took place with your reflections. Give your recommendations on the experiences, and discuss the applications to your teaching and learning context. Length: 10-15 double-spaced pages with references.
Creative Reflections On The Teaching Life
Poems, dramatic voice pieces, and humorous anecdotes are creative responses to an educational experience or teaching event and can enrich our lives as educators. Provide background information on the piece such as where, when, and why you created it; share the creative piece and discuss how it may be used in the classroom. Length: 10-15 double-spaced pages with references.
Your opinion about educational matters is very important to the life of our local, national and international community of educators. Your submission may be in response to anything in education that provokes your reflection. Be sure to give the context and background to your submission. Length: 2-4 double-spaced pages with references and links.
This is an open category for you to submit anything you think might be of interest to our readers about your life as an educator. Provide a rationale for why this piece should be of interest to other educators along with your contribution. Discuss implications and applications for teaching and learning. Length: 10-15 double-spaced pages with references.
All manuscripts in the PRAXIS strand are subject to peer review by at least two reviewers and a member of the editorial review board. The review criteria in appraising manuscripts include: (a) adherence to the description given for the specific submission type; (b) connections to the literature; (c) connections and applications to classroom practice and curriculum development; (d) clarity of writing style; (e) interest to readers. Upon completion of the review, the editors will make a recommendation regarding submission that may be:
- Accept (as is or with minor revisions)
- Accept conditionally with revisions (only editors should determine if the revisions are acceptable)
- Revise and Resubmit (editors and original reviewers determine if revisions are acceptable)
- Resubmit elsewhere (if we feel this strand is not a good fit)
In addition, Authors submitting to PRAXIS need to adhere to the General Submission Guidelines and Review Policy
To submit, go to this portal: Open Journal System (OJS).