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Manuscript proposals are being solicited for the special issue titled, “Advanced Academics and Accelerated Learning: Key Formal and Informal Opportunities for Students,” for the Journal of College Access (anticipated publication date, June 2027).
Of particular interest are manuscripts that focus on special interventions, programs, experiences, and curricular (both formal and informal) designed to encourage, motivate, and support highly-capable students in K-12 settings and beyond. At various junctures of education (e.g., elementary, secondary, and postsecondary), the co-editors welcome manuscript proposals examining K-12 advanced academic programs and courses (e.g., gifted and talented, advanced placement, honors, and dual enrollment), as well as initiatives at the collegiate level (e.g., honors, capstone courses and projects, special learning communities, research apprenticeships, and seminars, etc.) that best optimize students’ academic potential. The co-editors also welcome manuscript proposals that examine the successes and pitfalls of advanced academic and accelerated programs with educationally vulnerable students (e.g., students from low-income or working class backgrounds, students with disabilities, students from urban and rural and remote areas, etc.).
It is expected that this special issue will include various perspectives (e.g., teachers, teacher educators, school counselors, counselor educators, education psychologists, education policy makers, education administrators, social and behavioral scientists, etc.) and will cover all junctures of education (e.g., elementary, secondary, and postsecondary) and aspects of advanced academics and accelerated learning (e.g., formal and informal). Further, all submissions should include, if appropriate, a theoretical and/or conceptual framework and an implication section for research, policy, and practice.
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