Editorial Policies

Focus and Scope

Eligible submitters are teacher candidates, associate teachers, pre-service faculty, graduate students, and any other educators who conduct research in their own classrooms and are not tenured or tenure-track professors. The articles should be about research conducted in K-12 classrooms. The research should be related to literacy, defined broadly.

 

Section Policies

Editorial

Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Section I

Editors
  • Hyeran Park
Checked Open Submissions Unchecked Indexed Checked Peer Reviewed
 

Peer Review Process

• Peer review is done by at least two reviewers who have knowledge of the topic and/or form of the article.
• Authors will be notified only after all reviews are completed. Authors should expect an approximate 3-month turnaround time from article submission until notification of decision from an editor. The decision of the editors is final.



Tips for Reviewers

If the article is noticeably longer than 4000 words and clearly isn’t appropriate for the journal, please let us know. Also, if the author’s name is in the article, please let us know. If you know the author, we’ll send the article to someone else to review. We apologize for these oversights, if this happens - somehow the article will have got through our vetting process.

1. Has the writer emphasized the implications for the classroom?
2. Is the article written in a style that is enjoyable to read and clearly written for a teacher audience?
3. Has the author included all the sections recommended in the JCRL criteria?
4. Is the writing consistent in terms of voice, tone, and tense throughout the paper?
5. Is the literature review relevant to the study and does it include at least some up-to-date references?
6. Do the implications bring a new perspective/question to teaching literacy? Does it bring something new to our thinking about teaching literacy?
7. Is there evidence of the use of APA style for references and headings?

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 

What happens after Authors submit a study for publication?

Peer Review Standards

During the blind process, reviewers will deliberate over the following points in order to assess submissions for publication:

1. Suitability: How well does the researcher share their approach to teaching literacy, or a new way of thinking about a familiar approach? Does the author use a clear and consistent voice appropriate for the journal? Is the subject of interest to the readers/ audience of JCRL, i.e. classroom teachers?

2. Research Design and Methodologies Utilized: Does the paper clearly describe the teaching innovation and the methods used and how to gather data was collected in order to answer the research question(s) explored by the author?

3. Research Presentation: The research study will be read for structure, clarity, and how well the findings speak to the area of inquiry.

Typically, submissions to the Journal of Classroom Research in Literacy are expected to have five main sections: an introduction/problem/research question; the teaching intervention addressing it; the data collection and analysis; the study findings; and the conclusions/implications. When we review a submission we ask our reviewers to comment on the strengths and needs weaknesses of each of these 5 components.

Questions reviewers might ask themselves regarding the study’s main sections:

1. The Introduction/Problem/Research Question

Does it clearly articulate the questions that the author is exploring problem regarding classroom literacy teaching? Does it give reasons of why the author is looking at providing a context/rationale for trying the exploring a new teaching approach?

2. The Teaching Intervention

Does it speak to the challenge of teaching and assessing the problem regarding classroom literacy? Does it describe what the author hopes to achieve in or via the study? Is it outlined clearly so that other teachers could follow the processes used?

3. Data Collection and Analysis Methodology

Does the article clearly describe what kind of data the author is using and how data were collected and analyzed? Does it clearly state why the author decided to use this particular rationale for the method and how it is connected to the classroom teaching practices used by linking them to the original problem? Does the data collected connect closely to the questions the author is exploring? Will the samples gathered be sufficient enough to make claims about the author’s findings?

4. The Study Findings

Do the findings address the research question(s)? Are examples from the student data presented or represented? Are the findings presented or represented in a logical and sequential manner?

5. The Conclusion/Implications

Does the author support and reflect on the conclusions about effective literacy teaching practices using the findings from the previous section? Does the author refer back to the original questions asked and/or engage with the research questions in the introduction? Has the author shared how he/she sees discussed the possible significance of the action research findings for the classroom practice of other teachers?

The editorial team of the Journal of Classroom Research in Literacy values the unique positioning of teacher researchers and we honour the perspectives of each teacher-researcher who submit their work for publication. We work closely with both authors and reviewers to ensure that all stages of the publication process progress smoothly. We invite all literacy practitioners to share their insights into the teaching in their classrooms and look very forward to reading your submissions!