HHCP jointly acts as the Deputy Editor of the journal Education 3-13, owned and published by the Association for the Study of Primary Education.
Education 3-13 boasts a large international readership of researchers and teachers.
The centre is responsible for the development of special issues of the journal and appointment of guest editors for special issues. This role presents an excellent opportunity for HHCP to impact on children’s education by developing special issues that tackle key issues in primary and early years education.
Call for papers
The Covid-19 pandemic has had a significant impact on primary and early years education both in the sectors more generally (for example, on assessment policy) and within schools where there have been considerable changes for both children and adults. These impacts have been widely framed as challenges to reduce transmission of the Covid-19 virus, protecting the wellbeing of children and adults and reducing the extent to which children fall behind in their learning due to lockdowns and self-isolation. Therefore, research has focussed on issues such as ‘learning loss’ (Engzell, Frey and Verhagen 2021) or ‘learning disruption’ (Harmey and Moss, 2021); the impact of the pandemic on children’s wellbeing; online/distance teaching and learning during lockdown; and the exacerbation of inequalities (Anders, Macmillan, Sturgis & Wyness 2020; Moss et al., 2021).
This Special Issue of Education 3-13 seeks to take a slightly different approach by drawing on educational research in the pandemic to reimagine education for this age group in a post-pandemic world.
We invite colleagues to submit papers under the general remit of reimagining primary education post-pandemic. These may be based on empirical research, literature research or of a conceptual nature.
Some examples of topics (by no means exhaustive) include:
- How education systems and/or schools can learn from responses to Covid-19 for post- pandemic education.
- What (aspects of) post-pandemic ‘new normal’ education systems could look like.
- How the pandemic and/or the responses of various international education systems or schools has lasting impacts on education in the long term, beyond the pandemic.
- Issues that emerged during the pandemic, which are likely to be ongoing, such as impacts on children and teachers’ wellbeing and mental health and how these can effectively be responded to.
- How learners might catch up on missed opportunities such as social or cultural experiences because of lockdown or restrictions.
- How new practices introduced during the pandemic may have benefits in the post-pandemic education system.
- What we can learn from the different experiences of transitions between phases during the pandemic.
We welcome papers concerned with the full age range of 3-13 years.
Submission details and timeline
- Abstracts of 300 words to be submitted by 11 April 2022. These should be sent to: email@example.com
- The guest editor and deputy editor will review abstracts and will shortly after invite full papers to successful abstract authors.
- Full paper submissions of no more than 6,500 words will be due on 27 June 2022.
Future Special Issues
Call for proposals
A proposal for a Special Issue of the journal Education 3-13 can be made to the Deputy Editors, who are all members of the Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP), and emailed to firstname.lastname@example.org.
A proposal requires the following:
- Proposed title of the special issue.
- A clear rationale explaining the contribution that the special issue would make to primary education. All special issues in Education 3-13 have to have material that is relevant to education practice and policy. The proposal should make clear how this relevance will be met, and ideally include ideas about engagement of practitioners in the special issue.
- The name(s), title and affiliation of the guest editor of the special issue, and brief information about their experience, including of editing peer-reviewed research articles.
- Proposed authors, paper titles, and abstracts (maximum 400 words per abstract excluding references which must be included) for articles to be included in the special issue. Each special issue should be 70,000 to 80,000 words in length and should include between eight to ten articles, in the range of 6,000 to 8,000 words each, plus editorial. Eight articles is ideal but it may be possible to have a maximum of 10. Proposed editors should take account of the possibility of papers being rejected, as a result of peer-review, in their thinking about the number of papers proposed.
- Short bios (one page max) of the proposed editor and authors.
- A list of people who will carry out one round of reviews. The special issue guest editor will be responsible for leading one round of peer reviews. The HHCP special issue editors will carry out the other round of reviews.
- The expected timescale for the publication of the special issue bearing in mind that the issue goes to the publisher three months before it is published. This timescale must include dates for receipt of draft papers, receipt of amended papers, time for peer review, desired submission to journal date, and desired publication date.
Proposals will be reviewed by members of HHCP and as appropriate sent to the Editor of Education 3-13, Mark Brundrett, and to Paul Latham, Chair of the Association for the Study of Primary Education (ASPE).
The HHCP Special Issue editors will as necessary consult the Editorial Board of 3-13 in reaching decisions about special issues to be published.
The following information will be sent to the board:
- The proposal.
- Note about the date the proposal was received.
- Notes from HHCP Special Issue editor about the nature of the proposal.
We aim to communicate a decision about the proposal within one month.