About


Focus and Scope

The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.

The CJE is a broad-based Journal that, from multiple perspectives, takes up issues that are critical to the education community. The CJE aims to be a forum for authors to share ideas and connect theory to practice in meaningful ways for the education community in Canada and beyond, including scholars, funding agencies, researchers, educators, practitioners, learning communities, policy makers, and the public. The CJE’s goal is to foster understanding and societal betterment through the publication of articles describing research-generated insights and solutions.

The Canadian Journal of Education has an H-index of 19, according to SCImago (2014). The CJE’s acceptance rate is approximately 20 percent. The CJE is indexed in Scopus, Periodicals Index Online, EBSCO Education Source, Educational Research Abstracts, and PsycINFO.

 

Author Guidelines

Articles must address a question and present an investigation into an issue; they should be based in a scholarly context (literature review), and contribute to scholarship in education. The CJE does not publish teaching materials or administrative documents. Authors are responsible for receiving ethics approval from their own institutions.

Authors should be familiar with the following policy guidelines:

  • The CJE welcomes all forms of scholarly writing and all methodologies
  • Articles may address education both in and out of schools, and across the lifespan
  • Articles must be written from an expert’s point of view but framed in language that is accessible to those working from other disciplinary and transdisciplinary perspectives.
  • Authors are required to demonstrate that their article fits within the Journal mandate and is relevant to the Canadian education community. The editorial staff of the CJE are unable to make a formal assessment of potential articles until they have been uploaded to the database.

 

Guidelines for Submitting Articles

Articles that do not meet the following guidelines will be screened out by the Managing Editor.

  • Articles are to be submitted in .docx format.  Articles should be between 5500 and 7000 words, excluding references. Articles that exceed 7000 words will not be considered. Review essays should not exceed 2,000 words; discussions, 1,500 words; book reviews and research notes, 1,000 words.
  • Please include an abstract on the first page. The abstract (in both French and English) of 100 words should summarize the purpose of the study, the procedures employed, the results obtained, and the conclusions reached. A list of keywords should also be included after the abstract.
  • Tables, figures, and graphic material are accepted only when necessary for the rigour of the argument. For visual aids not easily produced via word processing, pdfs can be submitted.
  • Manuscripts must be single-spaced (including quotations, notes, & references) in 12-point type.
  • Authors are to submit articles through the Online Journal System (http://www.cje-rce.ca).
  • During the submission process, authors are required to enter the names, institutions, and email addresses of all co-authors. It is impossible for the editorial staff to seek appropriate reviewers without knowing the names of all authors. Whenever possible, please use institutional email addresses, rather than gmail accounts.
  • Articles may include audio/video/visual components , and authors are encouraged to do include these elements when it pertains to their work.

 

Ensuring a Blind Peer Review

To ensure the integrity of the blind peer-review for submission to this journal, every effort should be made to prevent the identities of the authors and reviewers from being known to each other. This involves the authors, editors, and reviewers (who upload documents as part of their review) checking to see if the following steps have been taken with regard to the text and the file properties:

  • The authors of the document have deleted their names from the text, with “Author” and year used in the references and footnotes, instead of the authors’ name, article title, etc.
  • With Word documents, author identification should also be removed from the properties for the file as follows: File > Info > Check for Issues > Inspect Document (Inspect) > Document Properties and Personal Information (Remove All). For Mac users, click on Tools > Protect document > Remove personal information from this file upon save.
  • With PDFs, the authors’ names should also be removed from Document Properties found under File on Adobe Acrobat’s main menu.

Many authors share interim information about their scholarship through blogs, conference or grant proposals, or online research notes. These online postings can impact the CJE’s double-blind review process. In such cases, it is imperative that authors submit a “working title” for their CJE article. The working title can be changed to a final title once the article is accepted.

 

Style Guide

Please adhere to the most recent edition of the Publication Manual of the American Psychological Association (APA). English spelling follows the most recent edition of the Canadian Oxford Dictionary.

 

Book Reviews

 

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission’s compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in Microsoft Word format.
  • Where available, URLs for the references have been provided.
  • The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which may be found in About the Journal.
  • If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.

 

Frequently Asked Questions

Q. How long will it take for my article to be published?
A. The average time from submission to publication is 8 months. However, many factors can affect this timeline: the availability of willing reviewers and the speed with which authors complete revisions are among these.

Q. Would you please look at my article and tell me if you would be interested in it?
A. All articles must be submitted through our online system, in order that they may be properly logged and tracked. No exceptions will be made.

Q. I have some reviewers in mind for my article. May I suggest them to you?
A. All articles receive a double-blind peer review. Authors do not know who the reviewers are, and reviewers do not know who the authors are.

Q. Why did my article receive a “desk reject”?
A. The most likely reason is that the article was not aligned with the mandate of the Canadian Journal of Education.

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