期刊名称：JOURNAL OF PLANNING EDUCATION AND RESEARCH
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Sage is proud to publish the Journal of Planning Education and Research on behalf of the Association of Collegiate Schools of Planning. The Journal of Planning Education and Research is a forum for planning educators and scholars (from both academe and practice) to present results from teaching and research that advance the profession and improve planning practice. The journal covers planning theory, planning pedagogy, and planning practice. It also encompasses disciplines drawn upon by planners such as urban geography, welfare economics, interest-group politics, policy analysis, as well as other subjects used in the planning classroom.
Aimed at scholars and educators in urban and regional planning, political science, policy analysis, urban geography, economics, and sociology, Journal of Planning Education and Research presents the most vital contemporary trends and issues in planning, planning theory and practice, and planning pedagogy.
Some of the key topics seen in recent articles include:
- Citizen Participation/Dispute Resolution
- Methods, Information Systems, Mapping
- Demographic and Spatial Analysis, Applied GIS
- Land Use, Zoning, Growth Management, Planning Law
- Housing and Real Estate
- Community Development
- Neighborhood Planning
- Transportation
- Infrastructure and Capital Facilities
- Environment, Energy and Natural Resources
- Health, Education and Social Services
- Economic Development
- Architecture, Design, Historic Preservation, Urban Form
- Public Administration, Finance, Budgeting
- Politics and Society
- International Planning & Development
- Planning and Urban History
- Ethics and Professional Concerns
The journal features articles reporting original and current research, new developments in planning pedagogy and instruction, commentary, book review, news and reports from the Association of Collegiate Schools of Planning.
Instructions to Authors
Submission Guidelines
The Journal of Planning Education and Research (JPER) is the official journal of the Association of Collegiate Schools of Planning (ACSP) and consistently ranks among leading peer-reviewed planning journals. It is the journal of record for North American planning scholarship. Aimed at scholars and educators in urban and regional planning, political science, policy analysis, urban geography, economics, and sociology, JPER presents the most vital contemporary trends and issues in planning theory, practice, and pedagogy. Submissions are selected for publication based upon a double-blind reviewing process. JPER is published by Sage Publications on behalf of ACSP.
Electronic Submittal: JPER now has the capability to conduct manuscript review electronically. We aim to expedite the review process by making it easier for reviewers to receive manuscripts and return their evaluations and to reduce the quantity of paper we use and store.
To submit an article, please visit http://services.bepress.com/jper. Papers should be double-spaced and generally should not exceed thirty typed pages, including illustrations, tables, and references. Any submission significantly longer might be automatically returned to the author. Manuscripts should reveal no evidence of the authors' identities and institutional affiliations. An abstract of no more than 100 words and a brief biographical sketch must accompany the manuscript.
Submission of a manuscript implies the author's commitment to publish in this journal. Authors submitting a manuscript to the Journal of Planning Education and Research should not submit it to another journal; nor should manuscripts repeat information published elsewhere in substantially similar form or with substantially similar content. The author's transmittal letter accompanying the manuscript should affirm that these conditions are met. Authors in doubt about what constitutes prior publication should consult the editors.
Research-Based Articles: Research articles should make clear the research question, why it is important and pertinent to planning, how the research procedures address the question, what results were obtained, and how these results should be interpreted. Both quantitative researchers and those whose scholarship is qualitative or theoretical should consider their work for submission.
Unconventional work is encouraged but must explicitly demonstrate its contribution to the field. Manuscripts of general interest to the planning education and research community are particularly sought. Contributions to and applications of other literatures drawn upon by planners (such as urban geography, welfare economics, interest-group politics, policy analysis, and others of the full range of fields used in the planning classroom) are welcome as well.
Such manuscripts should clearly demonstrate their relevance to planning. JPER defines planning as concerned with public actions that are efficient, effective, and equitable. JPER addresses planning practice at all levels of government and at nongovernmental organizations and in all substantive areas.
Instruction Articles: Manuscripts concerned with pedagogical topics may be considered for the Instruction section, which is devoted to the advancement of planning education. Instruction manuscripts may include descriptive accounts of innovative approaches to teaching; locally derived analyses of student recruitment, advising, or alumni career successes; or illustrations of classroom exercises and techniques.
Accounts of a specific course or teaching innovation should be grounded in pedagogical theory and offer strong evidence to support its conclusions.
Reports: As a publication of ACSP, reports of general importance to ACSP and its membership are welcome and serve as a record of the actions and ideas that propel the organization of planning education. Eligible materials include, but are not limited to, reports of ACSP study commissions and texts of general addresses given at ACSP conferences. Entries in the Reports section will ordinarily be invited and subject to a limited referee process. Inquiries regarding possible report submissions are encouraged.
Comments: Essays addressing current issues and developments in planning education or scholarship are welcome for the Comments section. Speculative arguments may be accepted for publication if they are seen as convincing and important or provocative. Comments manuscripts should not exceed ten typewritten pages.
Letters: Letters responding to articles, comments, reviews, or editorials are welcome. Authors will be offered the opportunity to reply. Contributors should address the substance of issues in a way that avoids attacks on individuals.
Style, Spelling, and Usage: Manuscripts should conform to requirements set forth in the Chicago Manual of Style, fifteenth edition (University of Chicago Press 2003). JPER's spelling authority is Webster's Third New International Dictionary (Merriam-Webster Co. 2000).
Citations and Notes: References should be cited in the text using the author's last name, year of publication, and page numbers where appropriate. For example, (Turner and Murray 2001), (Wheeler 2000, 130), (Florida Department of Environmental Regulation 1987, 129-43). Page numbers are necessary whenever a specific argument or finding, rather than the general focus of a work, is cited. For details, see the Chicago Manual. Statutes, government regulations, and court decisions should be cited in the text without a corresponding reference list entry using the style presented in A Uniform System of Citation, fourteenth edition (Harvard Law Review Association 1986). Notes should be typed doublespaced at the end of the manuscript. Length and number should be kept to a minimum, and they should not be used for the purpose of citation or acknowledgments.
Illustrations: Professional quality copies of tables and figures should be submitted with manuscripts for review. These should be clearly coordinated with text material and with specific references made to the tables or figures. All tables and figures should be embedded at the end of the manuscript document, with their preferred placement indicated in uppercase within the text. All must be captioned and numbered sequentially. Upon acceptance, you will be expected to provide native files for all illustrations.
Copyright Concerns: Authors whose articles are accepted for publication are expected to sign a prepublication agreement that assigns the article's copyright to the Journal of Planning Education and Research. Permission to reprint any previously published material must be obtained by the author from Sage Publications.
Inquiries regarding articles should be sent to jpereditors@berkeley.edu. Our editorial office is located at the Department of City and Regional Planning; 228 Wurster Hall; University of California; Berkeley, CA 94720-1850.
If you are interested in reviewing books or other materials, please send a brief resume to Seymour J. Mandelbaum, the Reviews Editor, indicating your area of expertise and a short publication record. Professor Mandelbaum also welcomes suggestions for materials that merit review in JPER. Please, however do not volunteer to review a particular book or to nominate a particular reviewer. You can reach Professor Mandelbaum at the Department of City and Regional Planning, 127 Meyerson Hall, 210 S. 34th Street, University of Pennsylvania, Philadelphia, PA 19104-6311, at mandel@pobox.upenn.edu, or by fax at 215-898-5731.
Editorial Board
Editor:
Karen S. Christensen University of California, Berkeley
Karen Chapple University of California, Berkeley
Editorial Board:
Managing Editor
Luci Yamamoto University of California, Berkeley
Review Editor
Seymour J Mandelbaum University of Pennsylvania, USA
Pedagogy Editor
Ruth Yabes Arizona State University
Editorial Board
Ragui Assaad University of Minnesota
Howell S. Baum University of Maryland, USA
Timothy Beatley University of Virginia
Robert A. Beauregard New School for Social Research
Eugenie Ladner Birch University of Pennsylvania
Hilda Blanco University of Washington
Scott Bollens University of California at Irvine
Raymond J. Burby University of New Orleans, Lakefront-New Orleans
Scott Campbell University of Michigan
Aixa N. Cintron-Velez Russell Sage Foundation
Linda C. Dalton California State Polytechnic University, San Luis Obispo
William Drummond Georgia Institute of Technology
Andreas Faludi Delft University of Technology, Netherlands
Marcia Marker Feld University of Rhode Island
Peter Fisher University of Iowa , Iowa City
David J. Forkenbrock University of Iowa , Iowa City
John Friedmann University of British Colombia, Canada
Thomas Harper University of Calgary
Sue Hendler Queens University, Canada
Jean Hillier University of Newcastle upon Tyne
Charles J. Hoch University of Illinois at Chicago
Lewis D. Hopkins University of Illinois at Urbana-Champaign
Claudia Isaac University of New Mexico
Andrew Isserman University of Illinois at Urbana-Champaign
Richard Klosterman University of Akron
Johanna Looye University of Cincinnati, OH
Seymour J Mandelbaum University of Pennsylvania, USA
Kirk McClure University of Kansas, Lawrence
Dowell Myers University of Southern California
Sandra Rosenbloom University of Arizona
Leonie Sandercock University of British Colombia
David Sawicki Georgia Institute of Technology
Peter V. Schaeffer West Virginia University
Daphne Spain University of Virginia
Stanley M. Stein University of Calgary
Lois M. Takahashi University of California, Los Angeles
June Manning Thomas Michigan State University, East Lansing
Martin Wachs History, University of California, Berkeley
Margaret Wilder University of Delaware
Weiping Wu Virginia Commonwealth University
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