Call for Expressions of Interest for MTED Special Issue 2014
Closing date: 31 January 2014
The editors of MTED are seeking proposals for MTED Volume 16(2) or 17(1). Interested MERGA members are invited suggest suitable topics for a special issue to be published towards the end of 2014. Keeping in mind the emphasis on teacher education and development, some examples of possible topics include: Digital pedagogical knowledge; Pre-service teacher education teaching experience; Teachers as researchers; Working with parents; Motivation and Engagement; Differentiation. See the attachment below for how submissions should be formatted. Submit your EOI to the MTED Editor-in-Chief <email@example.com>
Call for Manuscripts:
MTED 16(1) Manuscripts are invited for Volume 16. Please send your manuscript about mathematics teacher education to MTED Editor.
|2013||Volume 15(1) Volume 15(2)|
|2012||Volume 14(1) Volume 14(2) Special Issue|
|2011||Volume 13(1) Volume 13(2)|
|2010||Volume 12(1) Volume 12(2) Special Issue|
The Mathematics Teacher Education and Development Journal (MTED), an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal which provides a stimulating collection of articles with a focus on mathematics teacher education in the broader sense. MTED is now (from 2014) an on-line journal, with articles being published on-line first and then grouped into on-line issues and indexed above.
Submission of high quality papers in any area of mathematics teacher education and development is invited. Topics should normally be of general interest to an international readership, but papers exploring specifically Australasian issues are also welcomed. Quite a diversity of articles will be included: research reports; papers addressing general issues and perspectives; “successful pathways” – reports of exemplary practices that have a strong theoretical basis or have been evaluated effectively; discussion on recent and potential policy decisions and curriculum developments; evaluations of programs, materials, particular practices, relevant research methods (e.g., teacher-as-researcher); summaries of what research says about specific mathematics education professional development themes; philosophical debates; “think" pieces where new ideas are presented; reviews of relevant books and software. The journal's purpose is to promote the sharing of ideas as well as research findings.
Manuscripts should conform to the style guidelines specified in Chapters 1-3 of the Publication Manual of the American Psychological Association, with minor modifications for Australasian usage as illustrated in the journal (see http://www.apastyle.org/elecref.html). Manuscripts should be prepared in the approximate format used by this Journal, with tables and figures incorporated into the text and italics (not underlining) used when appropriate.
All submissions should be in MSWord. A template is provided for use in all submissions.
The review process is double blind. Authors should submit a blind version of the manuscript. In particular, all direct and indirect references to the author(s) should be scrupulously eliminated. All cited works by one or more of the authors should be referred to as Author followed by the date of publication, and these works omitted from the reference list but included on a separate sheet. Authors' names, affiliations and addresses should be included in a covering letter or message. Papers (including references and appendices) are not to exceed 14 A4 pages 9000 words (excluding references).
Authors should also certify in their covering email that the manuscript has not been submitted for review by any other journal. Only papers that differ substantially from previously published work should be submitted.
All manuscripts and editorial correspondence should be sent to the MTED Editor. Manuscripts should be sent as email attachments.
Books for review, or completed book reviews, should be sent to the Reviews Editor.
Each manuscript is handled by one of the editors. MTED uses a double-blind (author blind, reviewer blind) review process. The manuscript is reviewed blind by one of the Editorial Board members and two other referees. Working from the referees’ reports the editors then jointly decide on a publication outcome. They may require the authors of accepted papers to make specific revisions, and they may suggest to authors of rejected papers general revisions that might make them publishable. All authors receive copies of the referees’ reports.
A publication agreement must by completed and submitted when your manuscript has been accepted for publication.
Editorial Team (2013- )
Colleen Vale, Deakin University
Gaye Williams, Deakin University
Leicha Bragg, Deakin University
Special Issue 15(2), 2013: Japanese Lesson Study: A model for whole-school teacher professional learning
Susie Groves (Deakin University) & Brian Doig (Deakin University)
Ms Jill Brown
School of Education Australian Catholic University Patricks Campus, Melbourne
Glenda Anthony, Massey University
Judy Anderson, University of Sydney
Mike Askew, Monash University
Robin Averill, Victoria University of Wellington
Sandra Frid, Curtin University
Keiko Hino, Utsuoniya University, Japan
Berinderjeet Kaur, National Institute of Education, Singapore
Elham Kazemi, University of Washington
Cynthia Nicol, University of British Columbia, Canada
Bob Perry, Charles Sturt University
Sandy Schuck, University of Technology, Sydney
Kaye Stacey, University of Melbourne
Jennifer Way, University of Sydney
2010-2012 Jennifer Way, Janette Bobis & Judy Anderson
2005-2009 Sandra Frid, Len Sparrow & Merrilyn Goos
2002-2004 Ian Putt, Elizabeth Warren & Tim Herrington
2001 Peter Sullivan & Elizabeth Warren
2000 Ian Putt, Gloria Stillman & Elizabeth Warren
1999 Mary Klein, Ian Putt & Gloria Stillman
Editors of Special Issues
2012 Rosemary Callingham, Helen Chick & Steve Thornton
2011 Joanna Higgins & Linda Bonne
2010 Janeen Lamb, Michael Gaffney & Gayle Spry
2007 Bob Perry & Carmel Deizman