SSCI期刊投稿指南库

Aims & Scope

The editors and editorial board of Cognition and Instruction invite work that imaginatively considers problems in cognition and instruction, along with the evidence that would allow others to participate in the exercise of such imagination. We invite careful consideration of how methods and theories are reflexively constituted in accounts of teaching and learning. We are most interested in the development of pragmatic theories that offer empirically well-grounded accounts of cognition in designed contexts. We invite manuscripts that:

systematically investigate the design, generation, functioning, and support of innovative contexts for learning;
examine the growth and development of interest and identity;
explore how social practices, especially in professions, shape cognition;
describe the activity of teaching in support of learning;
advance our understanding of cognitive processes and their development as they occur in subject matter domains and across contexts, such as laboratories, schools, professions, and informal sites of learning;
analyze the nature of fluent and skilled cognition, including professional expertise, in important domains of knowledge and work;
examine learners in interaction with innovative tools designed to support new forms of literacy; and
contribute to theory building and educational innovation.

Research investigating cognition and instruction at multiple grain sizes and through the use of mixed methods is welcomed. In addition, proposals for topic specific special issues are considered.

Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Instructions to Authors

Manuscript Submission: Contributors should submit two hardcopies and an electronic copy of manuscripts for review to Cognition and Instruction, Department of Teaching and Learning, 1930 South Drive, Box 330 GPC, Vanderbilt University, Nashville, TN 37203. The electronic version can be sent either via e-mail to ci@vanderbilt.edu or with the manuscripts. Manuscripts should be highly legible copies. They will not be routinely returned to authors. Proposals for edited collections of papers should be discussed in advance with one of the editors. Such collections may be assembled by an invited editor but will be subject to formal editorial review.

Form: In order to accommodate the various forms of cognitive analysis that mark good research in the areas described, articles of varied lengths and formats will be published. Manuscripts should follow the editorial style outlined in chapter 3 of the Publication Manual of the American Psychological Association (5th ed.).

Permissions: It is assumed that manuscripts submitted for review have not been published and are not presently under review for publication elsewhere. Contributors are responsible for obtaining permission from copyright owners if they use an illustration, table, or lengthy quote (500+ words) that has been published elsewhere. Contributors should write to both the publisher and the author of such material, requesting permission for its use.

Editorial Board
Richard Lehrer (Editor)
Vanderbilt University
Annemarie Sullivan Palincsar (Editor)
University of Michigan

Richard A. Duschl (Associate Editor)
King's College London
Susan R. Goldman (Associate Editor)
University of Illinois
John P. Smith, III (Associate Editor)
Michigan State University
Patrick W. Thompson (Associate Editor)
Vanderbilt University