Focus and Scope
The articles presented in the Journal of Border Educational Research represent various views and perspectives on educational practices and concerns within cross-cultural settings. Included topics cover field-based experiences, action research, descriptions of successful educational practices and position papers that address issues faced by students, teachers, and other professionals in border regions and other cross-cultural situations.
The eclectic array of articles and essays included clearly represents the concept that borders are more than merely marked lines on maps. Borders exist wherever cultures meet and intermingle; where languages come together and beliefs interact. The contributing authors have each chosen to address border concerns and cross-cultural issues from their own perspectives and the results are enlightening and informative. Each author addresses salient issues educators face when working within culturally diverse groups.
The Journal of Border Educational Research is proud to share these contributions to border research with you. We believe they significantly advance crosscultural education with thoughtful investigations of vital questions. We hope that you find something in this issue that inspires you to reexamine the multicultural issues in your environment.
Peer Review Process
The Journal welcomes a wide variety of submissions. These might include field-based experiences or action research, descriptions of successful practices to promote school improvement, the application of research to the design and delivery of educational programs, experimental, correlational or observational studies, position papers, reviews of literature, thesis and dissertation abstracts, and book reviews. Generally, articles selected are those written in an informal, practical, and readable format.
The Journal of Border Educational Research also advocates for the expansion of university services and outreach to public schools through research on innovative school practices. Some topics you might consider are partnership initiatives between schools and universities, educator preparation programs, curriculum initiatives, and collaborative research.
All submissions will be peer reviewed. Manuscripts are submitted blind to the JBER Editorial Review Board. Your name and contact information will only be seen by the editors. As a matter of policy, the identities of authors and reviewers are masked. Manuscripts for peer review are circulated without their title pages to mask the identity of the authors. Each manuscript should include a separate title page with authors' names and affiliations, and these should not appear anywhere else on the manuscript. Authors should make every effort to see that the manuscript itself contains no clue to their identity.
Authors of accepted submissions will receive two copies of the journal containing their research. (remove?)
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.
ISSN: in process