Editorial Overview

Editorial Overview

Educational Foundations seeks to help fulfill the stated mission of the American Educational Studies Association to enhance scholarship in and among the educational foundations disciplines by providing a vehicle for publication of articles and essays which feature analysis of the foundations, of foundations methodology, of applications of such methodology to key issues of the day, and of significant research which evolves from and unifies the foundations disciplines, all focusing on the interdisciplinary nature of the educational foundations fields.

Educational Foundations seeks articles and essays in four primary areas:

1. Exposition on the nature of the educational foundations-essays exploring the foundations, highlighting definition, interrelationships, strengths, difficulties, and other aspects of the combined fields.

2. Application of the foundations disciplines to an issue of significance-collections of articles around a specified theme, bringing to bear the nature of the various foundations disciplines on such themes. Information concerning themes for future issues of the journal may be obtained from the co-editors.

3. Methodology-articles exploring methodological issues of the foundations fields, stressing similarities and differences among the disciplines.

4. Research-articles describing or reporting on new research in the foundations fields, with emphasis on interdisciplinary aspects of such research.

Contributions to Educational Foundations are solicited from members of the American Educational Studies Association as well as from all other scholars in the foundations of education and related fields of study. While the journal is open to submissions from all interested scholars, the standards for review and acceptance of articles and essays are stringent. Submissions should follow the Chicago Manual of Style, with a suggested length of 25-30 doubled-spaced pages, including an abstract, and be sent in quadruplicate to: William T. Pink, Editor, Educational Foundations, Department of Educational Policy and Leadership, School of Education, Marquette University, Post Office Box 1881, Milwaukee, Wisconsin 53201-1881. When an article is accepted, authors are asked to submit the final version on computer disk.

Copyright Caddo Gap Press Fall 2003

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