Editorial Policies

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.

 

Section Policies

Archival

Archival Documents

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JBER

The Journal of Border Educational Research

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 cross-cultural 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.

AR

Alfredo Ramirez, Jr.
Editor

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Editorial

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Message from the Dean and Editor

Editors
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Introduction

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Review Panel

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Articles

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Book Reviews

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Thesis Abstracts

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Position Papers

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Teacher's Voices

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Graduate Research

Editors
  • Timothy Bogue
  • Itzel Delgado
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Parental Involvement

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Teacher Preparation

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Classroom Practices

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Instructional Technology

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Policies and Programs

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Culture and Identity

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Guest Editorial

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

From The Editor

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Voices: Insight and Experience from Teachers in the Field

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Introduction to Special Issue

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

About the Authors

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Graduate Student Thesis Abstract

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Submission Guidelines, for this issue

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Submission Guidelines

Submission Guidelines

Manuscripts must adhere to the following guidelines:
Type: The entire document should be single-spaced in Microsoft Word. The font should be Arial, 12-point throughout.
Style: Manuscripts must conform to the Publication Manual of the American Psychological Association (APA), 5th edition (2001), with the exception of double-space. Submissions for JBER should be single space.
Length: The manuscript, including cover page, references, charts, and tables should not exceed 15, single space, typewritten pages.
Cover Letter: Submit a cover letter explaining the relationship of the article to the theme of the journal. Indicate that the article represents original material and is not currently under consideration by any other publication.
Title Page: Include the following information on a separate sheet of paper: title of the manuscript; author’s name, complete mailing address, business and home phone numbers, institutional affiliation and address; biographical information about each author (brief).
Abstract: All manuscripts must include an abstract containing a maximum of 175 words.
General: Spell checking, grammar, and reference accuracy are the responsibility of the author(s). Footers, desktop publishing, and color type should not be included.
Copies: Submissions should be made directly through the Texas Digital Libraries portal or by e-mail attachment to Alfredo Ramirez, Jr. (aramirezjr@tamiu.edu).
Book reviews and thesis or dissertation abstracts: Book reviews and thesis or dissertation abstracts should be in APA format and no longer than five pages in length.

Deadline for Submissions: Submissions for JBER are accepted anytime throughout the year.

Further Information is available from:
Dr. Alfredo Ramirez, Jr., Editor
The Journal of Border Educational Research
Texas A & M International University
5201 University Blvd.
Laredo, Texas 78041
(956) 326-3141
aramirezjr@tamiu.edu

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Research Summaries

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Thesis Abstracts

Editors
  • Timothy Bogue
  • Cesar Serna
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed
 

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.