[About the Journal](#about-the-journal) [Aims and Scope](#aims-and-scope) [Empirical Studies/Research Articles](#empirical-studies-research-articles) [Conceptual Discussions](#conceptual-discussions) [Pedagogical Practices](#pedagogical-practices) [Literature Reviews](#literature-reviews) [Student Voices](#student-voices) [Publication Schedule](#publication-schedule) [Open Access Statement](#open-access-statement) [Special Issue Guidelines](#special-issue-guidelines) ## About the Journal *Teaching Educational Research Methods (TERM)* is an open-access interdisciplinary journal that is focused on the importance of quality teaching, teaching preparation, and teaching practices in equipping ethical and effective educational researchers across mixed methods, qualitative, quantitative, measurement, and evaluation classrooms. TERM is thankful for the support it has received, monetary and otherwise, from UNC Press, the University of Alabama, the University of Minnesota Twin Cities, and both the School of Education and the University Library at the University of North Carolina at Chapel Hill. TERM is part of the [Partnership for Open Publishing (POP)](https://uncpress.org/partnership-for-open-publishing/), and is hosted by UNC Press in partnership with the UNC-Chapel Hill Library. ## Aims and Scope *TERM* publishes scholarship from a variety of research paradigms and designs that elevate curricular and pedagogical practices, issues, and innovations used to teach students and researchers about research methods and methodologies. The journal’s content is divided into five Sections: Empirical Studies/Research Articles; Conceptual Discussions; Pedagogical Practices; Literature Reviews; and Student Voices. ### Empirical Studies/Research Articles This section will feature empirically based papers that are explicitly focused on educational research teaching at any level and/or in any discipline. These papers should be 6,000-8,000 words, not inclusive of references, tables, and figures. ### Conceptual Discussions This section will feature papers in which authors conceptualize and/or theorize some aspect of teaching educational research methods at any level and/or in any discipline. This section may include experimental and/or exploratory discussions or engagements with educational research pedagogies. These papers should be 4,000-6,000 words, not inclusive of references, tables, and figures. ### Pedagogical Practices This section will feature papers that offer applied and specific discussions of one or more of the following: a) “how to” strategies for teaching educational research methods; b) lessons learned and pedagogical adjustments based on previous teaching efforts; c) examples of teaching materials and practices (e.g., handouts, student work, syllabi sections) accompanying discussion of the effectiveness of those materials. These submissions should be 4,000-6,000 words, not inclusive of references, tables, and figures. These manuscripts should include: description of a framework or literature basis that informed the pedagogical approach, practice, or policy; articulation of the pedagogical approach, practice, or policy, highlighting the development and other relevant pieces regarding context(s); implications and recommendations for other educators hoping to develop/advocate for similar pedagogical approaches, practices, or policies. ### Literature Reviews This section will feature papers offering critical review of literature topics connected explicitly to teaching educational research at any level and/or in any discipline. These papers should be 4,000-6,000 words, not inclusive of references, tables, and figures. ### Student Voices Papers in this section will be written by students and will serve as short “snapshots” of students’ perspectives and needs in learning in educational research methods courses/training/preparation. Papers may include student reflections on learning, brief empirically based discussions; brief examples of student work; students’ experiences while teaching and/or co-teaching educational research methods courses; lessons learned from educational research methods courses; discussions for future directions for teaching in the field of educational research. These papers should be 500-1,500 words, not inclusive of references, tables, and figures. ## Publication Schedule TERM publishes two issues per year in the spring and fall using a rolling publication format. Special issues may be published from time to time focusing on a specific topic. ## Open Access Statement All content can be freely accessed and shared according to a Creative Commons license ([CC BY-NC 4.0](https://creativecommons.org/licenses/by-nc/4.0/)), and users are free to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. We do **not** charge a fee for publishing in TERM. ## Special Issue Guidelines ### Proposal When submitting a Special Issue proposal to *Teaching Educational Research Methods*, you must provide the following as a .docx or .pdf document: - a provisional title for the issue; - an abstract of approximately 500 words on what the Special Issue will address; - separate from the abstract, in 1-3 pages, a rationale that addresses the following: - why this Special Issue is important to the field of educational research, and specifically on the topic of teaching educational research methods, - what contributions the issue aims to make, - how the Special Issue will explicitly connect to TERM’s aims and scopes, including attention to how your topic will engage with pedagogical (and/or andragogical) concepts directly connected to teaching and/or learning research methods, - if there have been other special issues (or edited books) on this topic in the last 10 years; - evidence of your qualifications to edit this Special Issue; - a proposed timeline to publication that begins with a Call for Papers; - a draft of the Call for Papers; and - if you intend to invite authors to contribute to the Special Issue, who those individuals are and if they have committed to your project. ### Initial Editorial Decision The Editors and, as needed, the Editorial Board will review your proposal. This review is non-anonymous. After review, you may be asked for additional information, revisions, or clarifications. Once a special issue proposal is approved, you will be granted access to the Editorial Board Guide to familiarize yourself with the journal’s review processes and are free to distribute the call for papers and/or solicit manuscripts. ### Manuscript Processing As manuscripts for the special issue are ready for review, the author(s) them to our online submission system. We recommend that special issue editors offer authors an initial preliminary review prior to submission in the system to ensure the highest quality submissions. Authors should include a cover letter that clearly indicates that they are submitting for a special issue, and should include the title of the special issue. Once a manuscript is in the online submission system, the following steps apply: - An Editor will provide an initial review of the manuscript to ensure it meets the criteria for undergoing peer review. More information on the desk reject criteria can be found in the Editorial Board Guide. - The Editor will then assign you, as Special Issue Editor, to serve as Associate Editor for the manuscript in the online submission system. - You, as the Special Issue Editor, will then assign the manuscript to at least two peer reviewers. One of those peer reviewers should come from the journal’s Editorial Board (typically, Consulting Editors). The other reviewer may also come from the Board, or may be an expert reviewer identified by the Special Issue Editor(s). We typically recommend having one reviewer per manuscript from a pool of experts that you identify as the issue editors. - After reviews are received, you will synthesize reviewers’ feedback for the author(s) as part of your decision letter. - The remaining steps in the publication process (per manuscript) are the same as those outlined in the Editorial Board Guide for other submissions. - **PLEASE NOTE**: You should consistently communicate with authors that an “accept” decision made by you in the submission system is still pending a final approval from TERM’s Editors. All special issues, including each individual paper and the collective issue, will need to be confirmed and officially accepted by the journal’s Editors, following an “accept” decision from the Special Issue editor(s). ### Submission of the Special Issue Once all of the special issue manuscripts have completed the peer review process and you have issued “accept” decisions for those papers, you should submit your guest editor/s editorial, which includes discussion of how each article manuscript connects to the aims and scopes for both TERM and the Special Issue, and to relevant literature from the field. Send an email to the Editors that indicates that all of the issue’s articles have been accepted and are ready for review, and the Editors will proceed with a final review of and decision of “accept” for the entire special issue. Your email should also include the Special Issue’s Introduction, which should have already been reviewed and accepted by the Editors. 2) Once Editors have reviewed and accepted the Special Issue’s manuscripts, the articles will undergo copyediting and production, to be published as an issue. All special issue proposals and queries should be directed to Stephanie Anne Shelton, [sashel@unc.edu](mailto:sashel@unc.edu). Submission of a manuscript implies commitment to publish in the journal. Authors submitting Special Issue proposals and/or manuscripts to the journal should not simultaneously submit them to another journal, and no manuscripts should have been published elsewhere in substantially similar form or with substantially similar content. Authors in doubt about what constitutes prior publication should consult with TERM Editors.