New Waves welcomes high quality empirical research papers, theoretical framework, educational practices, and review papers in the field of education from researchers, scholars and practitioners all over the world.

New Waves welcomes high quality empirical research papers and book reviews in the field of education from researchers, scholars, and practitioners all over the world.

New Waves welcomes high quality empirical research papers and book reviews in the field of education from researchers, scholars, and practitioners all over the world.

New Waves welcomes high quality empirical research papers and book reviews in the field of education from researchers, scholars, and practitioners all over the world.

We are now accepting manuscripts for the Spring-Summer 2019 Special Issue on School Transformations and Challenges in the Rapid Changing World. We would like to take this opportunity to encourage all professional educators and researchers to contribute to this special issue.

Special Issue Focus and Scope
 
Various aspects of school education in different countries and regions are undergoing transformation as a response to the influences of globalization over the last decades. These transformations include but not limit to:
 

• Who we teach as student population become ever diverse in classrooms and the communities that schools are serving are changing because of migrations of people across and within countries and the relocation and changes of work places
• What we teach as reflected in the movements of establishment and reestablishment of curriculum standards and accountability assessments as a result of global economy and thus, social and political changes in many counties and regions
• How we teach and develop, sustain, and expand effective teaching as a result of the emergence of new needs for learning, development of new technology and ways of teaching, and the new understanding about what and how students and teachers learn
• How our schools are organized, operated, and funded for learning and teaching and the changed roles of leadership at school level and beyond consequently

 
These transformations are diverse as they occur in different countries, cultures, and societies and thus, poses various kinds of challenges, macro and micro, for school education at conceptual, policy, and practice levels. Therefore, research into the characteristics, causes, processes, and consequences of these transformations and develop deep and extensive understandings about the challenges resulted from these transformations and their resolutions are, therefore, extremely important scholarship, policy, and practice wise.
 
This issue invites empirical studies and book reviews that examine any questions and issues relevant to the transformation and challenges of school education in the globalization. It is our hope that through the examination about these questions and issues, this special issue can help advance our understanding about the causes, processes, and consequences of school education transformations and the challenges and challenge resolutions associated with these transformations in different national, cultural, social, district, school, and classroom contexts central to informing the policy making and practices related to different aspects and levels of school education nationally and internationally.
 

New Waves welcomes high quality empirical research papers and book reviews in the field of education from researchers, scholars, and practitioners all over the world.

 

New Waves—Educational Research and Development is a refereed professional journal officially published by the Chinese American Educational Research and Development Association (CAERDA), non-profit international organization founded on September 28, 1992 to promote excellence in education for all students, particularly among Chinese and Chinese Americans. Its members are from various countries and regions, such as Canada, Hong Kong, Japan, People's Republic of China, Taiwan, Singapore, and the United States, mostly ethnic Chinese professors, researchers, K-12 field practitioners in private and public schools, educational administrators, graduate students and parents. The journal with ISSN: 1526-8659 can be widely accessed from the CAERDA website, the Directory of Open Access Journals, Electronic Journals Library, EBSCO, OCLC-WorldCat, and Proquest data bases.
 

 

Educational Research and Development Journal, formerly New Waves - Educational Research and Development, is a refereed professional journal officially published by the Chinese American Educational Research and Development Association (CAERDA), non-profit international organization founded on September 28, 1992 to promote excellence in education for all students, particularly among Chinese and Chinese Americans. Its members are from various countries and regions, such as Canada, Hong Kong, Japan, People's Republic of China, Taiwan, Singapore, and the United States, mostly ethnic Chinese professors, researchers, K-12 field practitioners in private and public schools, educational administrators, graduate students and parents. The journal with ISSN: 1526-8659 can be widely accessed from the CAERDA website, the Directory of Open Access Journals, Electronic Journals Library, EBSCO, OCLC-WorldCat, and Proquest databases.

Educational Research and Development Journal, formerly New Waves - Educational Research and Development, is a refereed professional journal officially published by the Chinese American Educational Research and Development Association (CAERDA), non-profit international organization founded on September 28, 1992 to promote excellence in education for all students, particularly among Chinese and Chinese Americans. Its members are from various countries and regions, such as Canada, Hong Kong, Japan, People's Republic of China, Taiwan, Singapore, and the United States, mostly ethnic Chinese professors, researchers, K-12 field practitioners in private and public schools, educational administrators, graduate students and parents. The journal with ISSN: 1526-8659 can be widely accessed from the CAERDA website, the Directory of Open Access Journals, Electronic Journals Library, EBSCO, OCLC-WorldCat, and Proquest databases.

Racism has been an obstinate issue in the United States throughout its history. Despite Asian Americans’ contributions to society, there remains little representation of Asians at the highest government, business, academia, and popular media levels. Asian Americans are held to special and unfair standards when coming to college admission and job employment. Asian Americans are often stereotyped as perpetual foreigners because they are seen as inherently different. As such, this often has led to a sense of “otherness.”

As COVID-19 sweeps the nation, this reality becomes painfully apparent. The 3,800 cases of hate incidents reported represent only a fraction of the number of hate incidents (AAPI, 2021). Still, it does show how vulnerable Asian Americans are to discrimination and the types of discrimination they face. According to the Pew Research Center survey (2020), 30% of Asian Americans report having experienced racial slurs or racist jokes since the beginning of the pandemic. The senseless killings in Georgia on March 16 have shed light on the need for each of us to stand against racial hatred, xenophobia, and violence against any group of people. This special issue is devoted to focusing on issues related to anti-Asian racism in the United States.

This special issue aims to address the history and current state of anti-Asian racism in the school setting and education institutions. It showcases empirical and conceptual work that provides evidence and manifestation for anti-Asian racism and develops possible solutions to anti-Asian racism. It will achieve the above goals through a combination of invited and submitted manuscripts that use different research approaches from a diversity of scholars across multiple disciplines. We expect these submissions could raise provocative questions, develop theoretical perspectives, and offer empirical evidence on issues of anti-Asian racism, discrimination, and microaggression in the school setting and other education institutions. As such, the submission of the following papers is encouraged including:

1. Empirical and theoretical literature reviews on the state of anti-Asian racism including what we know and what remains unanswered.
2. Empirical studies on the topics of anti-Asian racism and anti-racism interventions in the school setting and education institutions. These topics include but not limited to:
   • Program innovations developed to make the school setting or teacher preparation programs more inclusive, effective, and ubiquitous
   • Interventions that positively influence teacher preparation programs to reduce implicit biases, racism, and racial discrimination in teacher candidates
   • Examinations of the issues related to assessments and evaluations that hold a bias against Asians and Asian Americans
   • Effects of policies and practices on diverse teacher and faculty recruitment and retention in the school setting and higher education
   • Documentation of Asian and Asian American educators’ unique experiences and their roles as scholars and practitioners
   • Effectiveness of curriculum and instruction developed to address the issues of race and racism
   • Leadership roles and strategies in higher education developed to tackle the issues related to racism
3. Conceptual papers and commentaries on any aspect of anti-Asian racism in the school setting and education institutions

To be fully considered for review and publication, all manuscripts must be submitted to the journal submission website on or before June 30, 2021. Authors will be notified of the receipt of the submission after successful submission.

The authors will be informed of the review results and editorial decisions for their manuscripts by August 1, 2021. Authors who receive requested revisions need to complete and submit their revised manuscript to the journal following instructions provided in a decision letter by August 15, 2021. The journal editors reserve the right to make editorial changes to each manuscript to be accepted for publication. This issue is anticipated to be released by September 15, 2021.

All inquiries can be sent by e-mail to jian.wang@ttu.edu or cwang15@uncc.edu or ymlin@ilstu.edu.