About the Journal

Focus and Scope

The International Journal of Research on Service-Learning in Teacher Education (IJRSLTE) is co-sponsored by the International Center for Service-Learning in Teacher Education which is housed at Duke University and the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA). As an international journal, the articles provide a forum for exchanging insights throughout the world. The journal publishes manuscripts that advance scholarship on service-learning in teacher education through descriptions of empirical research, synthesis of research, analysis of policy, or discussion of theoretical positions. Although articles do not focus solely on description of a program, practitioner research is featured. The journal also publishes book reviews.

The International Journal of Research on Service-Learning in Teacher Education uses a blind, peer-review process. IJRSLTE 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. Read our Open Access policy for more detailed information.

Potential contributors who have questions can contact the co-editors: Kathleen Tice (ktice@uta.edu), Jean Strait (jean@faceeducation.org), or Andy Furco (afurco@umn.edu).

Peer Review Process

• All manuscripts will be reviewed by three reviewers. Specific references which would identify the author(s) should be deleted for the blind-review process.
• Manuscripts must be original work of the author(s) and not be submitted simultaneously for publication in other journals or books.
• Manuscripts must adhere to the guidelines of the Publication Manual of the American Psychological Association (APA), 6^th edition.
• Manuscripts should be submitted as a Word document, double-spaced in 12-point font, with one-inch margins, and numbered pages. No length requirements exist, but manuscripts should be written clearly and concisely.
• In addition to the title page of the manuscript, submissions should include an additional title page which lists the author(s) and designates the following information for each author: email address, phone number(s), and address. If the first author is not the corresponding author, that should be indicated.
• Manuscripts must include an abstract of 100-200 words. The abstract should provide the major objectives, methods used, findings, and conclusions. The abstract should not include references or footnotes.
• Potential contributors who have questions can contact the co-editors: Kathleen Tice (ktice@uta.edu), Jean Strait (jean@faceeducation.org), or Andy Furco (afurco@umn.edu).

Publication Frequency

This journal is published once per year.

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. All articles are available as a pdf-file free of charge. Authors are encouraged to submit their published articles to institutional repositories. However, any subsequent sharing of an article must acknowledge this published source: International Journal of Research on Service-Learning in Teacher Education

International Journal of Research on Service-Learning in Teacher Education by IJRSLTE is licensed under a Creative Commons Attribution 4.0 International License.

Sponsors

The International Journal of Research on Service-Learning in Teacher Education is co-sponsored by the International Center for Service-Learning in Teacher Education which is housed at Duke University and the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA). As an international journal, the articles provide a forum for exchanging insights throughout the world. The journal publishes manuscripts that advance scholarship on service-learning in teacher education through descriptions of empirical research, synthesis of research, analysis of policy, or discussion of theoretical positions. Although articles do not focus solely on description of a program, practitioner research is featured. The journal also publishes book reviews.

The International Journal of Research on Service-Learning in Teacher Education uses a blind, peer-review process. IJRSLTE 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. Read our Open Access policy for more detailed information.

• International Center for Service-Learning in Teacher Education

Journal History

The International Journal of Research on Service-Learning in Teacher Education is co-sponsored by the International Center for Service-Learning in Teacher Education which is housed at Duke University and the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA). As an international journal, the articles provide a forum for exchanging insights throughout the world. The journal publishes manuscripts that advance scholarship on service-learning in teacher education through descriptions of empirical research, synthesis of research, analysis of policy, or discussion of theoretical positions. Although articles do not focus solely on description of a program, practitioner research is featured. The journal also publishes book reviews.

The International Journal of Research in Service-Learning in Teacher Education was titled Journal of Research in Service-Learning and Teacher Education when the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA) initiated a journal that would feature research on service-learning in teacher education. The title of the journal changed to reflect the co-sponsorship of the journal when the International Center for Service-Learning in Teacher Education which is housed at Duke University also decided to sponsor the journal.