期刊名称：KEDI JOURNAL OF EDUCATIONAL POLICY
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ISSN： | 1739-4341
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出版频率： | Semi-annual
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出版社： | KOREAN EDUCATIONAL DEVELOPMENTAL INST, 7, GYOHAK-RO, DEOKSAN-MYEON, JINCHEON-GUN, CHUNGCHEONGBUK-DO, SOUTH KOREA, 27873
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期刊网址： | http://eng.kedi.re.kr/06_inter/journal.php
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影响因子： |
0.552 (2020年)
0.423(2018年)
0.167(2017年)
0.200(2016年)
0.133(2015年)
0.086(2014年)
0.086(2013年)
0.235 (2012年)
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| 主题范畴： | EDUCATION & EDUCATIONAL 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
The KEDI Journal of Educational Policy seeks to publish research that makes a significant contribution to the understanding and practice of educational policy through scholarly articles and reports on research projects of wide international scope. The aims are to give access to research to a broad, international readership including researchers, practitioners and students in education. Korean Educational Development Institute (KEDI) welcomes papers that will encourage and enhance academic debate from new and established scholars.
Instructions to Authors
| 1. Call for Papers |
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KEDI Journal of Educational Policy invites papers for a special issue on “Revisiting Education Fever from International Perspectives: Using Research to Inform Educational Policy.” The special issue is expected to be published in February 2005.
* Deadline for submission: October 2, 2004.
* Guest Editor:
Dr. Jaekyung Lee, The State University of New York at Buffalo, U.S.A.
* Special Issue Theme:
Revisiting Education Fever from International Perspectives: Using Research to Inform Educational Policy
This special issue is designed to advance our understanding of the concept of “education fever” and address its related educational policy/practice issues from international perspectives. “Education fever” often refers to the phenomenon of national obsession with education, particularly, parents’ aspirations and support for their children’s high educational attainment and achievement. While education fever in East Asian countries such as China, Japan, and Korea has contributed to their rapid educational and economic development, it produced some negative effects. Excessive competition for entering into the nation’s top-tier universities and exclusive focus on academic achievement resulted in neglecting children's social and emotional development. Serious problems have been reported, including children refusing to attend school, violence in schools and homes, and school bullying. There has also been increasing public criticism expressing distrust of schools, teachers, and the education sector as a whole. We need to understand how education fever, as both individual and collective sources of energy for educational attainment and achievement, shaped the current form of education in the region. We also need to examine the phenomenon of education fever beyond the boundary of Asian countries. Indeed, something similar to education fever is also observed in many Western countries, where children’s education is placed as a top priority by families with strong parental involvement in and support for education. In some countries like England and the United States, the need for educational reform arose from concerns about relatively low academic standards and poor student achievement. We can learn lessons from the experiences of different countries, although each country has its own unique problems and challenges.
This theme raises many questions, and giving answers to those questions based on research can inform educational policy. Here are some examples of those questions. How do people construct and represent the meaning of education fever? What are the historical roots and trends of education fever? What are the confluences of political, social, economic, and cultural forces on educational aspirations and choices? How does education fever play out in different countries, shaping their educational systems, practices and outcomes? How successful is formal schooling or private tutoring (e.g., cramming schools) in meeting increasingly diverse educational needs of children? How well does the society serve educational needs of adults as lifelong learners? How do demographic and social changes (e.g., globalization, knowledge-based economy, and information technology) affect the supply and demand for higher education? How can educational policymakers address the challenge of capitalizing on education fever as a driving engine for educational development while reducing its potential negative effects? How do educational reforms such as changes in school curriculum and assessment, teacher preparation, and parental involvement respond to these new challenges? The guest editor welcomes scholarly papers from international contributors, particularly ones that provide a new framework for understanding these or other issues related to education fever and give critical insights into contemporary educational policies that deal with those issues. The guest editor asks contributors to discuss implications of research findings for policy, along with recommendations for policymakers, practitioners and other stakeholders in education.
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Originality of Manuscript |
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| Manuscripts are accepted for review with the understanding that the same work has not been submitted elsewhere, or previously published. | |
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Copyright |
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| Korean Educational Development Institute (KEDI) copyrights all of its publications to protect authors and journals against unauthorized reproduction of articles. Rights and permissions regarding the uses of KEDI-copyrighted materials are handled by the KEDI. Authors who wish to use materials must obtain written permission from KEDI. | |
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Submission |
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Manuscripts should be submitted to International Cooperation Team at KEDI through e-mail as an attached file: oirc@kedi.re.kr.
The transmittal e-mail should contain the following information.
- Names of authors and affiliations, and contact information such as address, telephone, fax, and e-mail address of the corresponding author.
- A statement that warrants that all co-authors are in agreement with manuscript submission |
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Submission Deadline: October 2, 2004 | | |
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Publication Decision |
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All submitted papers will be acknowledged by the guest editor. Publication decisions will be made by the guest editor based on internal and external reviews. |
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The review process takes from 1 to 2 months. Authors should expect to hear from editors within that time regarding the status of their manuscripts. |
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The editor of KEDI Journal of Educational Policy reserves the right to make editorial changes in any manuscript accepted for publication to enhance clarity or style. The author will be consulted on the final edition of the manuscript. |
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The editor of KEDI Journal of Educational Policy reserves the right to make editorial changes in any manuscript accepted for publication to enhance clarity or style. The author will be consulted on the final edition of the manuscript. | | | |
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| 2. Specifications for Manuscripts |
| The preferred style guide for KEDI Journal of Educational Policy is explained in the Fifth Edition of the Publication Manual of the American Psychological Association (2001, hereafter “APA”) |
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Style Guide |
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The manuscript should be typed on 8 1/2 x 11 ? inch white paper |
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The manuscript should be double-spaced with 1-inch margins on all sides |
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The type size should be 12 point Times New Roman. |
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Microsoft Word document in RTF or Word format is preferred. |
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Type only one space after a period or other punctuation. |
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Type footnotes at the end of the text section of the manuscript. |
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The subheadings should be numbered in the following manner: I. 1. 1) (1) ㄧ |
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The title of the article, the name of the author, and other contact information should be typed only on the first page for the anonymity in the review process. |
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Pages should be numbered consecutively, beginning with the page after the title page. | |
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Abstract |
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Be sure to include a single paragraph informative abstract of 100-120 words. |
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The complete title of the article, author’s name, professional title, and the name of organization he/she belongs to should be specified. |
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Five keywords of the article should be included on the bottom of abstract. | |
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Length |
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No longer than 30 pages including references. | |
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Tables and Figures |
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Tables and figures should be completely understandable, independent of the text. |
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Each table and figure must be mentioned in the text, given a title and consecutively numbered with Arabic numerals. |
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Tables and figures should be placed at the end of the manuscript with their approximate locations indicated in the text. | |
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Footnotes |
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Footnotes should be avoided. Information should be incorporated into the text. However, when the footnotes must be used, they should be typed on a separate sheet. Also, they should be inserted at the end of the manuscript before tables and figures. |
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References |
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Format of References
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A list of references should contain only those cited in the text. |
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References should be indicated by giving the author’s name, with the year of the publication in parentheses. If some papers are written by same author and from the same year, a. b. c. etc. should be put after the year of the publication. |
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Examples (For books, journal articles, chapters, and websites) |
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- Hegel, G. W. F. (1977). Phenomenology of Spirit. Oxford: Oxford University Press.
- Caterall, J. S. (1998), Risk and resilience in student transition to high schools. American Journal of Education, 106, pp. 302-333.
- Lee, V. E. (1999). School size and the organiztion of secondary schools. In M. T. Hallinan (Ed.), Handbook of the sociology of education (pp. 327-344). New York: Kluwer Academic/Plenum.
- Feenberg, A. (1999). Distance learning: Promise or threat? Retrieved January 6, 2000, from the World Wide Web: http://www- rohan.sdsu.edu/faculty/feen berg/TELE3.html |
Format of References in Text
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All references to monographs, articles, and statistical sources are to be identified at the appropriate point in the text by last name of author, year of publication, and pagination where appropriate, all within parentheses |
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Footnotes are to be used only for substantive observations. Specify subsequent citations of the same source in the same way as the first one; do not use “ibid.,” “op. cit.,” or “loc. Cit.” |
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1. When author’s name is in the text: Duncan (1959). When author’s name is not in text: (Gouldner 1963).
2. Pagination follows year of publication: (Lipset 1964, pp. 61-65).
3. For more than three authors, use “et al.” For institutional authorship, supply minimum identification from the beginning of the complete citation: (U.S. Bureau of the Census 1963, p. 117)
4. With more than one reference to an author in the same year, distinguish them by use of letters (a, b) attached to the year of publication: (1965a)
5. Enclose a series of references with a single pair of parentheses, separated by semicolons: (Duncan 1959; Gouldner 1963; Lipset 1964, pp. 61-65).
6. Format for references to machine-readable data files is
Davis, James Allan. 1978. GSS (General Social Survey). NORC ed. Chicago: NORC. Distributed by Roper Public Opinion Research Center, New Haven, Conn. | | | |
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| 3. Further Inquiries |
| Further inquiries and suggestions regarding manuscript submission for KEDI Journal of Educational Policy may be addressed to: |
International Cooperation Team
Korean Educational Development Institute(KEDI)
92-6 Umyon-dong Seocho-gu Seoul 137-791, Korea |
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Editorial Board
| Further inquiries and suggestions regarding manuscript submission for KEDI Journal of Educational Policy may be addressed to: |
International Cooperation Team
Korean Educational Development Institute(KEDI)
92-6 Umyon-dong Seocho-gu Seoul 137-791, Korea |
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