What is Praxis? | Reflexive Journals | Creative Reflections on Teaching Life | Innovative Lessons | Program Reports | Instructional Technologies Applications | Travel Abroad Itineraries and Insights | Reading Reflections | Professional Development Reports | Opinion Pieces |
Praxis can be defined as the meeting ground of theory and practice, a place with the potential to be transformative. It is not just thinking or reflecting about our action; it is taking further action as a result of our thinking and this action. In this way, the two are seen as acting upon each other as if in a dialectal dance. Praxis provides an opportunity to acknowledge, explore, celebrate, question, and extend the range and variety of educational practices, including the challenges and engagements 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 and post-secondary educators in teaching and learning contexts as well as those that discuss policies. We welcome works that acknowledge the joys, triumphs, and challenges of teaching and learning in traditional institutional settings. We invite the following types of papers and reports from teachers and their learners:
Reflexive journals are designed to capture your thinking, challenges and triumphs as you go through your teaching day or week. Although designed with novice teachers in mind, anyone can prepare a submission of this type. Details should include an introduction and explanation of why you felt compelled to write a journal, the journal, and a closing section describing what it all means. Length: 10-15 double-spaced pages with references.
Poems, dramatic voice pieces, and anecdotes are creative responses to an educational experience or teaching event that can enrich our lives as educators. Share the creative piece and provide background information such as where, when, and why you created it. Length: 10-15 double-spaced pages with references.
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 by 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: 10-15 double-spaced pages with references.
Instructional technologies applications are short teaching ideas reporting on the use of an app, social media, website, or any new technology. All sites and mediums must be cost free. These reports should include sections describing the technology and how to use it as well as feedback and recommendations. Length: 10-15 double-spaced pages with references.
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.
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: 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 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.
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.
Program reports are detailed descriptions of the programs in your schools along with examples of their successes and challenges. Your program report 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 references.
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 one of the following recommendations:
- 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)
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).