Journal Details
Cognition and Instruction
2008 Impact Factor: 1.160 (© 2009 Thomson Reuters, Journal Citation Reports®)
Published By: Routledge
Volume Number: 28
Frequency: 4
Print ISSN: 0737-0008
Online ISSN: 1532-690X
Instructions for Authors
CONTENT
Among education journals, Cognition and Instruction's distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical, as is analysis of process data in addition to outcome measures. The study of learning in engineered and ecologically valid circumstances is highly valued, but so is laboratory study that can be seen as necessary to reach fundamental principles that manifestly apply in the “real world” of learning and intellectual performance. Representative but not exclusive topics for articles include:
- Design experiments: Investigation of design principles for, implementation and functioning of innovative contexts for learning, including those made possible by new technologies.
- The development and nurturing of interest and identity.
- Teaching preparation and performance, including cultural and institutional aspects.
- The nature of knowledge and meta-knowledge in the breadth of school subjects.
- The relations between in- and out-of-school knowledge and performance.
- Skilled performance in professional contexts.
- Classroom and broader cultural practices fostering equitable access to learning.
- Old and new literacies; the role of representation in individual and communal thought.
- Well-motivated theoretical innovation; the development and study of empirical methods.
Research at multiple levels and involving multiple methods is welcomed.
SUBMISSIONS
Cognition and Instruction is now using an online submission and review system, Manuscript Central, through which authors submit manuscripts and track their progress up until acceptance for publication. Authors will enter pertinent information into the system and submit the following files: (a) cover letter file containing any comments or reviewer requests to the editor; (b) manuscript file (Word or WordPerfect format [PC compatible]) containing the entire text of the article, including title page, abstract, all text, references, footnotes, and appendixes; (c) figures and tables, which may be submitted either as separate files or as part of the aforementioned manuscript file. Please log on to http://mc.manuscriptcentral.com/hcgi for information and instructions regarding registration and manuscript submission
Requests for blind reviews will be honored; in that case, a suitably redacted manuscript should be submitted. Submissions may be accompanied by suggestions for appropriate reviewers from the editorial board. Proposals for thematic issues should be discussed in advance with the editor. Such collections may be assembled by an invited author but will be subject to formal editorial review.
For questions or help, you may contact the journal directly at c-i@berkeley.edu.
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 (6th 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.
