Submissions

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Author Guidelines

Authors are invited to make a submission to this journal. All submissions will be assessed by an editor to determine whether they meet the aims and scope of this journal. Those considered to be a good fit will be sent for peer review before determining whether they will be accepted or rejected.

Before making a submission, authors are responsible for obtaining permission to publish any material included with the submission, such as photos, documents and datasets. All authors identified on the submission must consent to be identified as an author. Where appropriate, research should be approved by an appropriate ethics committee in accordance with the legal requirements of the study's country.

An editor may desk reject a submission if it does not meet minimum standards of quality. Before submitting, please ensure that the study design and research argument are structured and articulated properly. The title should be concise and the abstract should be able to stand on its own. This will increase the likelihood of reviewers agreeing to review the paper. When you're satisfied that your submission meets this standard, please follow the checklist below to prepare your submission.

Submission Preparation Checklist

You can use this list to carry out a final check of your submission before you send it to the journal for review.

  1. Does your manuscript adhere to the minimum standards? (written in English; the length of the submitted paper is at least 4 pages and no more than 20 pages; use a tool such as EndNote, Mendeley, or Zotero  for reference management and formatting, and choose IEEE style) 
  2. Is your manuscript written in IJERE format?  At this stage, it is essential that you follow every detail of the IJERE format. Please try to follow the format as closely as possible.
  3. is your title adequate and is your abstract correctly written? The title of the paper is max 10 words, without an Acronym or abbreviation. The Abstract (MAX 200 WORDS) should be informative and completely self-explanatory (no citation in the abstract), provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions.
  4. Authors are suggested to present their articles in the sections structure: Introduction - The Proposed Method/Algorithm/Procedure specifically designed (optional) - Research Method - Results and Discussion – Conclusion. Authors may present complex proofs of theorems or non-obvious proofs of correctness of algorithms after the introduction section (obvious theorems & straightforward proofs of existing theorems are NOT needed).
  5. Introduction section: explain the context of the study and state the precise objective. An Introduction should contain the following three parts:
    - Background: Authors have to make clear what the context is. Ideally, authors should give an idea of the state-of-the art of the field the report is about.
    - The Problem: If there was no problem, there would be no reason for writing a manuscript, and definitely no reason for reading it. So, please tell readers why they should proceed to read. Experience shows that for this part a few lines are often sufficient.
    - The Proposed Solution: Now and only now! - authors may outline the contribution of the manuscript. Here authors have to make sure readers point out what are the novel aspects of authors' work.
    Authors should place the paper in proper context by citing relevant papers. At least, 5 references (recently journal articles) are used in this section.
  6. Method section: the presentation of the experimental methods should be clear and complete in every detail facilitating reproducibility by other scientists.
  7. Results and discussion section: The presentation of results should be simple and straightforward in style. This section reports the most important findings, including results of statistical analyses as apropriate and comparisons to other research results. Results given in figures should not be repeated in tables. This is where the author(s) should explain in words what he/she/they discovered in the research. It should be clearly laid out and in a logical sequence. This section should be supported by suitable references.
  8. Conclusion section: Summarize sentences the primary outcomes of the study in a paragraph. Are the claims in this section supported by the results, do they seem reasonable? Have the authors indicated how the results relate to expectations and to earlier research? Does the article support or contradict previous theories? Does the conclusion explain how the research has moved the body of scientific knowledge forward?
  9. Language. If an article is poorly written due to grammatical errors, as it may make it more difficult to understand the science.
  10. Please be sure that the manuscript is up to date. It is expected that 10 to 20%  of references are to recent papers.
  11. Is the manuscript clearly written?  Is the article exciting? Does the content flow well from one section to another? Please try to keep your manuscript on the proper level.  It should be easy to understand by well-qualified professionals, but at the same time please avoid describing well-known facts (use proper references instead). Often manuscripts receive negative reviews because reviewers are not able to understand the manuscript and this is authors' (not reviewers') fault.  Notice, that if reviewers have difficulties, then other readers will face the same problem and there is no reason to publish the manuscript.
  12. Do you have enough references?  We will usually expect a minimum of 10 to 25 references primarily to journal papers, depending on the length of the paper. Citations of textbooks should be used very rarely and citations to web pages should be avoided. All cited papers should be referenced within the text of the manuscript.
  13. Figures and Tables. Relation of Tables or Figures and Text: Because tables and figures supplement the text, all tables and figures should be referenced in the text. Authos also must explain what the reader should look for when using the table or figure. Focus only on the important point the reader should draw from them, and leave the details for the reader to examine on her own.

    Figures:
    a.    All figures appearing in article must be numbered in the order that they appear in the text.
    b.    Each figure must have a caption fully explaining the content
    c.    Figure captions are presented as a paragraph starting with the figure number i.e. Figure 1, Figure 2, etc.
    d.    Figure captions appear below the figure
    e.    Each figure must be fully cited if taken from another article
    f.    all figures must be referred to in the body of the article

    Tables:
    a.    Material that is tabular in nature must appear in a numbered captioned table.
    b.    All tables appearing in article must be numbered in the order that they appear in the text.
    c.    Each table must have a caption fully explaining the content with the table number  i.e. Table 1, Table 2, etc.
    d.    Each column must have a clear and concise heading
    e.    Tables are to be presented with single horizontal line under: the table caption, the column headings and at the end of the table.
    f.    All tables must be referred to in the body of the article
    g.    Each table must be fully cited if taken from another article
  14. Each citation should be written in the order of appearance in the text in square brackets. For example, the first citation [1], the second citation [2], and the third and fourth citations [3], [4]. When citing multiple sources at once, the preferred method is to list each number separately, in its own brackets, using a comma or dash between numbers, as such: [1], [3], [5] or [4]-[8]. It is not necessary to mention an author's name, pages used, or date of publication in the in-text citation. Instead, refer to the source with a number in a square bracket, e.g. [9], that will then correspond to the full citation in your reference list. Examples of in-text citations:
    • This theory was first put forward in 1970 [9]."
    • Sutikno [10] has argued that...
    • Several recent studies [7], [9], [11]-[15] have suggested that....
    • ...end of the line for my research [16].
  15. Self-citations: to control for citation manipulation (COPE, 2019), this journal asks that authors keep self-citation to a minimum. We would strongly recommend no more than 5 (including jointly authored publications), or 20% self-citations, whichever number is lower.
  16. Please be aware that for the final submission of regular paper you will be asked to tailor your paper so the last page is not half empty.
 

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  1. The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  2. The submission file is in Microsoft Word file format or LATEX.

    If you prepare your paper using LATEX, please upload your PDF file to our online system and submit your LATEX source files to [email protected], cc: [email protected]

  3. Where available, URLs for the references have been provided.
  4. The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.

General Education Concepts

  • Anti-schooling activism
  • Behavior modification
  • Board of education
  • Textbook
  • Collaborative learning
  • College
  • Comparative education
  • Compulsory education
  • Continuing education
  • Curriculum
  • Department of Education
  • Developmental Education
  • Educational technology (the use of electronic educational technology is also called e-learning)
  • Educational animation
  • Educational philosophies
  • Educational psychology
  • Free education
  • Glossary of education-related terms
  • Grade (education)
  • Homework
  • Humanistic education
  • Instructional technology
  • Language education
  • Learning
  • Learning 2.0
  • Learning by teaching (LdL)
  • Learning community
  • Library
  • Life skills
  • Lifelong education
  • List of educators
  • Medical education
  • Online learning community
  • Remedial education
  • Single-sex education
  • Socialization
  • Study skills
  • Taxonomy of Educational Objectives (Bloom's Taxonomy)
  • University

Educational Approaches

  • Asset (seeing education as an asset)
  • Blended Learning
  • Catalytic Role
  • Change Agents
  • Character Education
  • Classical Education
  • Collective Education
  • Common Core Change
  • Competency Based Education
  • Constructive Struggling
  • Constructivist Learning
  • Degree Qualifications
  • Disrupting Innovation
  • Economic Empowerment
  • E-Learning
  • Expeditionary Learning
  • Finnish Education
  • Flexible Learning
  • Flipped Classroom
  • Flipped Learning
  • Free Post-Secondary Education
  • Gamification
  • Global View
  • Ground Up Diversity
  • Herbert Stein’s Law
  • High-Quality Teachers
  • Hip-Hop Education (HipHopEd)
  • International Objectives
  • Invisible Structures
  • Learning with Technologies
  • Lesson Study
  • Mobile Education
  • MOOCs & eLearning
  • Moral Education
  • Navdanya
  • Open Innovation
  • Personalized Education
  • Problem Based Learning
  • Process Oriented Guided Inquiry Lessons (POGIL)
  • Project Based Learning (PBL)
  • Readiness Testing
  • Reality Pedagogy
  • Religious Education
  • School in the Clouds
  • Sharing Voices
  • Smart Capital
  • Social Networking
  • Social Status
  • Social Support Strategy
  • Start-up Education
  • Student Centred Learning
  • Talking Education
  • The Bologna Process
  • Underground Education
  • Vocational Training

Pedagogy

  • Alternative education
  • Democratic school
  • Progressive education
  • Context-based learning
  • Design-based learning
  • Experiential education
  • Experiential learning
  • Inquiry-based learning
  • Kinesthetic learning
  • Montessori education
  • Open learning
  • Open classroom
  • Personalized learning
  • Problem-based learning
  • Problem-posing education
  • Project-based learning
  • Service-learning
  • Slow education
  • Student-centred learning
  • Waldorf education

Curriculum

  • scope and sequence for each level that provides a big picture view of the curriculum and describes the units to be taught;
  • A series of instructional units that delve into more detail than the big picture overview in the scope and sequence;
  • Guidance for teacher(s) using the curriculum; and
  • Sequenced lesson plans that make up instructional units.

Reading and Writing

  • Computer literacy;
  • Cross-cultural studies;
  • Developmental and acquired disorders of reading and writing
  • Models of reading, writing and spelling at all age levels;
  • Orthography and its relation to reading and writing;

Teaching English as Second Language

  • Applied linguistics
  • CELTA (Certificate in English Language Teaching to Adults)
  • EF Standard English Test, open-access standardized English assessment tools
  • English as a second or foreign language
  • English language learning and teaching
  • English language learning and teaching
  • English Opens Doors
  • Glossary of language teaching terms and ideas
  • Language education
  • Language education
  • List of countries by English-speaking population
  • Second language acquisition
  • Second language acquisition
  • Sociolinguistics
  • Teaching English as a second language
  • Test of English as a Foreign Language known as TOEFL
  • Trinity College London ESOL

Informal Education

Informal Education is a general term for education that can occur outside of a structured curriculum.  Informal Education encompasses student interests within a curriculum in a regular classroom, but is not limited to that setting. It can refer to various forms of alternative education, such as:

  • Autodidacticism (Self-teaching),
  • Informal learning
  • Unschooling or homeschooling, and
  • Youth work,

Informal Education consists of accidental and purposeful ways of collaborating on new information. It can be discussion based and focuses on bridging the gaps between traditional classroom settings and life outside of the classroom.

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