|
|
|
Online Submissions Author Guidelines Copyright Notice Privacy Statement |
|||||||
| Online Submissions | |||||||
|
|||||||
| Author Guidelines | |||||||
|
The Journal of Cognitive Affective Learning CEASED PUBLICATION MAY 2008. JCAL is a peer-reviewed, open-access journal published by Oxford College of Emory University. *JCAL ceased publication in May 2008, but our archives are accessible through this journal website.* We published articles that promote research, education, and community building in the area of cognitive-affective learning* and include areas of focus relating to the Scholarship of Teaching and Learning: · Theory/Practice/Service Learning · Active/Collaborative Learning · Learning Communities · Leadership Development · Student Engagement · Interdisciplinary Studies · Ethics and Social Justice · Student Assessment/Portfolio Development Our audience included individuals working in higher education who value the development of holistic educational theories and practices that promote deep and enduring learning through the cognitive-affective relationship. We published original empirical articles, theoretical analyses, literature and book reviews, as well as classroom research results that contribute significantly to the existing literature. We sought articles on the development of teaching practices and programs that promote connections between emotions and learning. Whenever appropriate, authors were required to provide empirical evidence for the arguments they advanced. As an Open Access publication, JCAL was committed to providing access to scholarship at no cost to the reader or the author, without compromising the quality of the scholarship. For more information about Open Access Publishing, visit the Scholarly Publication and Academic Resources Coalition (SPARC) website (http://www.arl.org/sparc). JCAL published semiannually online via the Open Journals Systems (OJS), an electronic management and publishing system for refereed journals developed by the Public Knowledge Project (http://pkp.ubc.ca). The OJS system provided comprehensive indexing of published articles using the Open Archives Initiative (OAI) protocol for metadata harvesting and, as an OAI registered site, will be broadly accessible as part of a global system of scholarly resources. The journal will be archived for future scholars via the LOCKSS system (http://lockss.stanford.edu). The LOCKSS system was developed at Stanford University and is supported by funding from the Mellon Foundation. Emory University is an active participant in the LOCKSS project. * Definition of Cognitive-Affective Learning (from “Proposal to Become a CASTL Cluster Leader,” Oxford College of Emory University): “As early as 1917, William James spoke eloquently of the intimate connection between the emotional and cognitive, suggesting that they are inextricably related and perhaps never entirely separate, distinctive, nor pure. There is also an impressive research tradition in childhood education literature on the importance of the affective. For example, the results of a 1998 study on exceptional classrooms and exceptional teachers indicate that the cognitive scaffolding of concepts and teaching strategies is held together by "emotionality" (Hargreaves, 1998). Similarly, neuroanatomists and biopsychologists inform us that the “brain does not naturally separate emotions from cognition, either anatomically or perceptually" (Caine & Caine, 1998). Yet, historically, institutions of higher learning have treated them as separate spheres. However, there is at least an emerging rhetoric concerning the importance to effective education of acknowledging and promoting the reciprocal relationship between heart and head. Parker Palmer (1998), for example, talks about the separation of the head from the heart as contributing to an educational system filled with broken paradoxes that result in “minds that do not know how to feel and hearts that do not know how to think”; “bloodless facts that make the world distant and remote and ignorant emotions that reduce truth to how one feels today”; and “theories that have little to do with life and practice that is uninformed by understanding.” We propose to address these and similar failings by developing a Cluster dedicated to researching and disseminating holistic educational practices that focus on the significance of the cognitive-affective relationship in promoting deep and enduring learning.” Submission Preparation Checklist (All items required)
|
|||||||
| Copyright Notice | |||||||
|
Authors retain the copyright for contributions published in JCAL, with first publication rights granted to JCAL. Content is free to users. Persons who wish to reproduce any content from JCAL that exceeds fair use guidelines must a) seek copyright from authors and b) acknowledge JCAL as the site of original publication. Sample acknowledgement: “Reprinted with permission from the author. Original publication in the Journal of Cognitive Affective Learning (JCAL) www.jcal.emory.edu.” Author Responsibilities: Authors are responsible for securing permission for excerpts, images, and data from copyrighted materials or materials in private collections. |
|||||||
| Privacy Statement | |||||||
| JCAL CEASED PUBLICATION MAY 2008. The names and email addresses of authors, reviewers, and subscribers entered in the JCAL journal site will be used exclusively for the stated purposes of JCAL and will not be made available for any other purpose or to any other party. | |||||||
Journal of Cognitive Affective Learning. ISSN: 1549-6953
The LOCKSS system (http://lockss.stanford.edu) has permission to collect, preserve, and serve this open access Archival Unit on the journal web site.