Challenges to Improving Outcomes in K-12 and Postsecondary Systems: Acknowledging the Elephants in the Room
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 June 2025 | Viewed by 214
Special Issue Editors
Interests: growth models; large scale data structures; educational policy and accountability
Interests: collaborative learning; technology enhanced learning; learning; teaching and learning; pedagogy and education; teaching; e-learning; pedagogy; assessment; educational evaluation
Special Issue Information
Dear Colleagues,
This Special Issue of Education Sciences will examine key topics associated with educational outcomes in both K-12 and postsecondary systems. An unspoken element in education, perhaps the largest elephant in the room, are the many erroneous beliefs concerning causal factors in the success or failure of school systems. How can educational research impact these belief structures? More specifically, given the plethora of research on improving school systems, teacher quality, and student outcomes, why are researchers and parents polarized between two beliefs (i.e., the school systems are either amazing or disappointing). Is this schism driven by social perspectives, methodological anomalies, or agenda-driven policy models integrated in published educational manuscripts? The goal is to identify where evidence, or its quality, contributes to suspect conclusions and recommendations in educational research.
The authors will utilize comprehensive literature reviews of manuscripts on selected topics to identify the basis for incongruent findings or policy and intervention recommendations, completing an evaluation of this impact on educational policy, teacher effectiveness, and student outcomes. Finally, recommendations on how to improve the effectiveness of research outcomes within education and, specifically, research focused on improving student outcomes will be presented.
The authors will emphasize the use of empirical and replicable research methods to examine their selected topic to develop evidence-based policy and intervention recommendations that are transferrable and replicable within school systems.
Prof. Dr. Sean W. Mulvenon
Prof. Dr. Daniel H. Robinson
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- methodology
- quantitative
- qualitative
- accountability
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