Virtual School Meanderings

November 10, 2020

Journal of Research in Rural Education Volume 36 Issue 2 Now Available

While this issue may not be germaine, there are many items in the archives that readers of this space would find useful.

Peralta, Eileen

12:34 PM (4 hours ago)


August 21, 2020

Call For Chapters From IAP

I’ve received word of this call from a variety of sources over the past few days.  And as many rural schools make use of distance, online, and/or blended learning – and these are often part of turnaround plans – I thought that this call for chapters may be of interest to some readers.


Rural School Turnaround and Reform:
It’s Hard Work!

Edited by: Coby V. MeyersUniversity of VirginiaMarlene J. DarwinAmerican Institutes for Research

A volume in the Contemporary Perspectives on School Turnaround and Reform Series

Editors: Coby V. MeyersUniversity of Virginia, and Marlene J. DarwinAmerican Institutes for Research

In this call, we plan to increase the body of research and scholarship on school turnaround through our edited book series with Information Age Publishing: Contemporary Perspectives on School Turnaround and Reform. Our hope is that through this series, we can spur researchers, policymakers, and practitioners in continued dialogue on improving the lowest-performing schools and the systems in which they operate. We have learned a number of lessons from the first three books in the series: Enduring Myths That Inhibit School Turnaround, International Perspectives on Leading Low-Performing Schools, and School Turnaround in Secondary Schools: Possibilities, Complexities, & Sustainabili ty. It is increasingly clear across contexts just how difficult it is to turn around low-performing schools. Committed systems leaders, adaptive school principals, and effective teachers are critical, but responsiveness to contextual challenges remains critical.

We are entitling the fourth book in the series Rural School Turnaround and Reform: It’s Hard Work! Overall, the body of scholarly work and research that examines school turnaround and reform in rural areas is slim; as such, this volume can add to the body of work and contribute to new knowledge in a much-needed area. In this volume, we seek chapter contributions that will speak to the challenges, successes, and opportunities to improve low-performing rural schools. Among the numerous rural contextual possibilities, we especially encourage chapter proposal submissions focused on Native American and other Indigenous populations’ education contexts and school turnaround. Chapter contributions can be conceptual arguments, policy analyses or perspectives, research findings, or some combination of these or other ways to consider the work (i.e., we are open to considering what you want to communicate and how you would communicate it).

We anticipate leveraging the work of authors into symposia at future conferences such as AERA. We would like to begin advancing this work immediately and encourage your submissions for our consideration. Specifically, we would like to receive a Word document that provides the following information and is between 800-1,200 words.

  • Objectives or purposes
  • Perspective(s) or theoretical framework
  • Methods, techniques, or modes of inquiry
  • Data sources, evidence, objects, or materials
  • Results and/or substantiated conclusions or warrants for argument/point of view
  • Scientific or scholarly significance of the study or work

We are now collecting proposed chapter summaries (please email us at and with chapter proposals or questions). We anticipate making decisions on proposed chapters by October 1, 2020. For approved proposed chapters, we anticipate receiving initial chapter drafts by January 1, 2021, with the expectation of submitting a completed book manuscript to the publisher by May 1, 2021.

Tentative Schedule for Publication:
Chapter Proposals:
October 1, 2020
Submission of Draft Chapters:
January 1, 2021
Return of Chapters:
February 15, 2021
Submission of Revised Chapters:
April 1, 2021
Submission of Final Chapters:
May 1, 2021
Anticipated Publication:
Fall 2021

Send Inquiries to: Marlene J. Darwin ( and Coby V. Meyers (



Utilizing Visual Representation in Educational Research

Edited by: Harriet J. BessetteKennesaw State University
Camille Sutton-BrownKennesaw State University

Announcing a call for book chapter proposals for a forthcoming edited volume focused on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning.

Exploring how data can be utilized, collected, and rendered useful in the education arena is of utmost importance to those most closely involved in the generation of research for improving educational practice. Innovative methodologies are important for preparing future researchers/scholars and teachers in developing and sustaining professional knowledge. To date, while visual methodologies are explored in various volumes related to general areas of social science, few texts exist where visual methodologies are explained or well-understood in the field of education, specifically.

This work will focus on the functions, cultures, and outcomes of teaching and learning using visual data (i.e., participant-generated drawings, photo-elicitation, film, etc.) and the methods that frame this approach. It is intended for teachers, researchers, and teacher-researchers – in higher education as well as at PK-12 levels – who are ready to engage with innovative, and often compelling, research methods that make data collection across data sources both accessible and equitable. We would like to know more about how our colleagues in education have conceptualized, generated, and executed research utilizing visual data in their own schools, classrooms, and/or districts, and what they learned from these investigations.

We invite manuscripts from emerging scholars, practitioners, researchers, and thinkers from academia, that address a wide variety of timely issues, including those that arise in higher education and PK-12 settings. Chapters within each section will focus on some of today’s key educational practices and the ways in which visual methodologies can provide innovation in the design of educational research. In all instances, each chapter within the volume will reflect the importance of using credible, confirmable, reliable, and triangulated interpretations as a foundation for any claims, findings, or assertions related to pedagogical innovation, student mindfulness, and critical pedagogy.

We are soliciting chapters that highlight practical, yet compelling, examples of engagement with visual data and methodologies in four broad strands: (a) the nature of visual methodology; (b) pedagogical innovation; (c) student engagement, self-determination, metacognition, and mindfulness; and (d) critical pedagogies, critical race theory, and exploration of issues of social justice among historically denied and underserved participants. We expect that each chapter will be accompanied by visual representations, such as subject-generated drawings, sketches, collages, and photographs, as well as analysis.

This volume is expected to be published December 2022.

Submission Process

Please submit a 500-1000 word (including references) synopsis/proposal of your chapter by September 15, 2020 to Harriet J. Bessette ( and Camille Sutton-Brown ( for consideration. You will be informed if your proposal is accepted by December 15, 2020. You will be required to submit an electronic copy of your full chapter draft (approximately 5,000-6,000 words-exclusive of tables, figures, and references) by April 15, 2021. Feedback to authors will be given by October, 2021. Final drafts are due by March 15, 2022 and submission of your complete manuscript to IAP is due by July 15, 2022.

Tentative Schedule for Publication:
Chapter Proposals:
September 15, 2020
Notification of Invitation to Contribute Chapter:
December 15, 2020
Submission of Draft chapters for Blind Peer Review:
April 15, 2021
Return of Blind Peer Reviewed Chapters to Authors:
October 2021
Final Drafts Due:
March 15, 2022
Submission of Final Chapters to IAP:
July 15, 2022
Anticipated Publication:
Winter 2022

Send Inquiries to:
Harriet J. Bessette ( and Camille Sutton-Brown (

Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047
T: 704.752.9125 | F: 704.752.9113 | E:

August 20, 2020

[AIJRE] New Notification From Australian And International Journal Of Rural Education

This notice came my way the other day.

You have a new notification from Australian and International Journal of Rural Education:

New announcement.


Susan Ledger

Australian and International Journal of Rural Education

The notice was actually for two up-coming special issues that were described as:

Special Issue #1: March 2021

Editor:                   Chad Morrison

Title: Implications of a global pandemic for regional, rural and remote education

The complexities, constraints and realities of regional, rural and remote education impact on all aspects of teaching and learning. The global pandemic of 2020 has exposed gaps within the knowledge and practice of teachers having to migrate quickly to new ways of working. It has also exposed gaps in digital infrastructure and pedagogies and emphasised inequity that plagues diverse students and communities. These experiences have resulted in considerable activity throughout the world and a proliferation of resources, perspectives and agendas aimed at ameliorating students from periods of stagnation. This activity has expanded our collective field of vision about contemporary teaching and learning within the context of challenge and uncertainty. Additionally, the global pandemic may have inadvertently highlighted that the needs of many vulnerable, diverse students residing in regional, rural and remote communities continue to be overlooked in the rush to provide workable solutions for the majority of students based in metropolitan or large regional centres. Understanding the broad implications (both positive and negative) of the COVID-19 pandemic for regional, rural and remote students and educators is critical to adding their voices and perspectives to the chorus for increased opportunity, accessibility and outcomes for these students in a post-pandemic education landscape.

Special Issue #2: November 2021

Editor:   Melyssa Fuqua

Guest Editors:   Cheryl Glowery     

Robyn Henderson

Karl Maton            

Title:Connecting with rural education research

The central theme for this special issue of AIJRE is connecting rural education research and urban-based research. The field of rural education research is embedded in understandings of context, place, and space, but is often treated as sitting on the margins. The special issue will shift such perceptions and locate the rural as a key and constituent part of the wider field of education. The issue foregrounds connections and will challenge existing notions of a rural-urban divide and associated thinking leads to a deficit view of the rural. Papers will show how the spatial and contextual considerations of rural education research have developed perspectives and methodologies that can inform and enrich the broader research community. The special issue welcomes both Australian and international contributions that examine how contemporary rural education research is challenging traditional perceptions.

So if you are interesting in submitted to either of these special issues, follow the link above.

July 20, 2020

[AIJRE] New Notification From Australian And International Journal Of Rural Education

A notification from this Australian journal.

You have a new notification from Australian and International Journal of Rural Education:

An issue has been published.


Susan Ledger

Australian and International Journal of Rural Education

Note the table of contents included:


Rural Connections: Celebrating Schools and Communities

June 5, 2020

Journal Of Research In Rural Education Volume 36 Issue 1 Now Available

Note this recent issue – no K-12 distance, online, and/or blended learning articles.

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