Overview
Editor-in-Chief: Donna Russell
First Published: TBA
Frequency: Three Issues/Year in Continuous Online Publication
ISSN: TBA
Aims & Scope
Innovation, Theory and Practice in Education (ITPE) is an international peer-reviewed journal focused on understanding the intersection between innovative technologies, instructional design, and current teaching and learning theories in varied educational settings. Using this holistic approach, ITPE will provide readers with the latest research and theoretical analysis on integrating innovation in k12, higher education classrooms, and training in the workplace.
ITPE includes research, theoretical, and position papers on innovative instructional models based on current research on teaching and learning, such as immersive problem-based and experiential learning and integrating innovative learning technologies with instructional design principles. This journal aims to provide a comprehensive review of innovation in practice in multiple educational settings using the combined lens of theory, instructional design, and technology integration into real-world educational settings.
Submission of articles that report on original research, classroom or project descriptions and evaluations, syntheses of the literature, assessments of state-of-the-art integration practices, and theoretical or conceptual positions that relate to the integration of innovation in k12, higher education, or workplace training with a focus on the theoretical basis for the innovation are encouraged. Please note that for original research, we expect to see an evaluation of the research question(s), a description of the methods employed, analyses used, and recommendations for implementation and further research.
Publication Details
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees to submit to this journal, but article processing charges are required once a manuscript has been accepted for publication. These fees are available here.
Publisher Information
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com
Peer Review Process
Innovation, Theory and Practice in Education uses a double-blind peer review process where manuscripts that are sent out for review (i.e., those that pass through the initial check for length, quality, and relevance by the Editor-in-Chief) will be sent to at least two reviewers who will provide their feedback to the Editor-in-Chief in a timely manner, preferably within three weeks. In the case of a split decision, additional reviewers will be assigned to the manuscript to ensure a fair review process. Please note that this may delay the final outcome of the review. For special issues, the guest editor(s) of the issue will assign reviewers and recommend an outcome to the Editor-in-Chief, who makes the final decision about whether to accept the manuscript.