In keeping with the current trend in higher education to apply the methodological and research techniques developed in substantive fields to the scholarship of teaching and learning, the journal especially invites articles that provide systematic tests and empirical evidence to demonstrate that the pedagogical innovations or innovative teaching techniques described in the article actually work.
The Journal of Political Science Education is political science’s leading journal on teaching and learning that publishes the highest quality scholarship and research on teaching and pedagogical issues in political science. We welcome submissions that represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development. We particularly welcome articles that reflect the scholarship of teaching and learning, and/or works that are of practical use to the readers of the Journal of Political Science Education , and address topics in an empirical way, making use of the techniques that political scientists use in their own substantive research. While significant and detailed case studies are also welcome, the editors encourage authors to focus on how these can be transferred to other contexts or how they illustrate the practical application of theories and approaches.
Format
The editors of the Journal of Political Science Education invite you to submit the following types of articles.
Articles should be between 4,000 and 8,000 words. Articles that are more practice-based, such as case studies and experiential reflections are likely to be reflected in a shorter word count of between 4,000 and 5,000 words.
- Pedagogical and Curricular Innovations: Submissions consider various pedagogical and curricular innovations within the classroom, department, or university. Topics might include innovations in assignments for students, methods of creating a more inclusive classroom, innovations in political science curriculum, among others.
- Civic Engagement and Experiential Learning: Submissions focus on issues related to community and civic engagement, including internships, and experiential learning within and beyond the classroom.
- Virtual and Technologically Enhanced Learning: Submissions address issues related to virtual and technologically enhanced learning, including online and hybrid courses, and technology used within and outside the classroom.
- Simulations, Role-Play, and Games: Submissions focus on the pedagogical use of simulations, role-play activities, and games in the classroom.
- Symposium: a collection of articles that comprise a maximum length of 20,000 words that discuss important issues, ideas, and debates in the scholarship of teaching and learning.
- Books, Teaching Tools, and Educational Resources: Submissions should help readers identify available new books, software and resources, and to improve classroom and co-curricular learning experiences through reviews of textbooks, pedagogy tools and other related resources. Submissions may range in length from 500-2,000 words that reflect the number of books and resourced being reviewed.
Peer Review Policy: All submissions to this journal are initally screened by an editor; original articles are then sent out for double-anonymous review by at least two independent referees.
Publication office: Taylor & Francis Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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