call for papers-Academic Exchange Quarterly

["Kristin Stang" <kristinstang@hotmail.com>]

Call for papers for Academic Exchange Quarterly
http://www.rapidintellect.com/AEQweb/

Academic Exchange Quarterly is an independent peer reviewed journal.  The 
specific
call is for papers on Collaboration and on Educational Assessment, with 
papers to be published in the Fall 2004 issue.  Regular deadline for both 
calls is late June with a short deadline of July.


Educational Assessment
http://www.rapidintellect.com/AEQweb/ontass.htm

Focus:
Our ever more probing measurement of the learning process in all its diverse
forms and contexts has enabled significant advances in educational theory
and practice at all levels and in all fields. Effective assessment can play
a vital role in appropriately placing students, diagnosing learning problems
and progress, improving and enriching teacher performance, and in achieving
and maintaining academic standards. Assessment can be at the level of the
individual learner, the class, the institution, or the educational system as
a whole. Studies of a theoretical or empirical nature (including case
studies, portfolio studies, exploratory, or experimental work) addressing
the assessment of learner aptitude and preparation, motivation and learning
styles, learning outcomes in achievement and satisfaction in different
educational contexts are all welcome, as are studies addressing issues of
measurable standards and benchmarks. To be most helpful in this academic
exchange, empirical studies should be clear and explicit about their
methodology so that others can replicate or advance their research.

Collaboration and Consultation in Education
http://www.rapidintellect.com/AEQweb/fall33.htm

Focus:
Educators are no longer able to work in isolation from one another. K-12
schools and universities are embracing the need for collaborative efforts
among and between faculty. Interdisciplinary collaboration, in which faculty
from various disciplines work with one another to promote connections
between otherwise separate curricula, is one of the ways in which educators
are making these efforts. Another example of collaboration is that between
faculty at the K-12 level and university faculty. In other instances, the
need for consultation emerges; consultation has traditionally inferred a
triadic relationship between the person with expertise as the consultant, a
consultee, and a client, but the emergence of collaborative consultation
provides a sense of parity between consultant and consultee.



Kristin K. Stang, California State University, Fullerton, USA

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