主编

Bill Cope

Bill Cope

美国伊利诺伊大学厄本那 - 香槟分校,教育学系
College of Education at the University of Illinois, Urbana-Champaign, USA

Bill Cope博士目前是伊利诺伊大学厄本那 - 香槟分校教育政策、组织与领导系教授、皇家墨尔本理工大学全球化研究兼任教授。他亦是同心学术联合会的会长;同心学术联合会是一个致力于发展与推动知识社交网络科技的非营利的组织。 Bill Cope曾是澳大利亚首相署的第一助理秘书以及多元文化事务办公室理事。他的研究方向主要为教学理论与实践、文化及语言多元化、表达与传播科技。他近期的研究聚焦在数字化写作与评价技术的发展,此研究受到多方资金支持,包含美国教育部、比尔和梅林达·盖茨基金会,以及美国国家科学基金会。该研究项目的主要产出为多模组写作与评估平台Scholar。Cope最近的出版书籍包含:数字时代出版界的未来:书,与数字时代出版界的未来:学术期刊,以及与Kalantzis和Magee所合着的迈向与语义网的时代:连结学术研究的知识

Dr Bill Cope is a Professor in the Department of Education Policy, Organization & Leadership, University of Illinois, Urbana-Champaign, USA and an Adjunct Professor at Charles Darwin University, Australia. He is also a director of Common Ground Research Networks, a not-for-profit publisher and developer of "social knowledge" technologies. He is a former First Assistant Secretary in the Department of the Prime Minister and Cabinet and Director of the Office of Multicultural Affairs. His research interests include theories and practices of pedagogy, cultural and linguistic diversity, and new technologies of representation and communication. His recent research has focused on the development of digital writing and assessment technologies, with the support of a number of major grants from the US Department of Education, the Bill and Melinda Gates Foundation and the National Science Foundation. The result has been the Scholar multimodal writing and assessment environment. Amongst his recent publications are edited volumes on The Future of the Book in the Digital Age and The Future of the Academic Journal, and with Kalantzis and Magee, Towards a Semantic Web: Connecting Knowledge in Academic Research.

Mary Kalantzis

Mary Kalantzis

美国伊利诺伊大学厄本那 - 香槟分校,教育學系
College of Education at the University of Illinois, Urbana-Champaign, USA

Mary Kalantzis博士为伊利诺伊大学厄本那 - 香槟分校教育政策、组织与领导系的教授。从2006-2016年,他是伊利诺伊大学教育学院院长。在这之前,她是墨尔本皇家理工大学教育,语言和社区服务学院院长,以及澳大利亚议会教育部主席。并曾任“澳洲教育会”的董事会成员,该机构是为了建立高品持教育与学校领导的国家组织。此外,Mary Kalantzis也担任过澳大利亚人权与平等机会委员会专员、昆士兰民族事务部长咨询委员会主席、澳大利亚国家语言和识读教育研究所副主席,与澳大利亚议会的社区文化发展委员会成员。她与Bill Cope一同撰写与编辑许多著作,包含:读写与交流素养的力量:素养教育的教学体裁(Falmer出版社,伦敦,1993)、多样化的生产力(Pluto出版社,悉尼,1997)、阳光之地:重建澳大利亚人的生活方式(Routledge,伦敦,2000)、多元素养能力:素养教育与未来社会的设计(Routledge,伦敦,2000)、新式教育:教育科学的元素(剑桥大学出版社,2008;第二版于2012出版)、普及学习(伊利诺伊大学出版社,2009) 、素养能力(剑桥大学出版社,2012),以及多元素养能力教学法(Palgrave,伦敦,2015)。


Dr Mary Kalantzis is a professor in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign, USA. From 2006 to 2016, she was Dean of the College of Education at the University of Illinois. Before then, she was Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia, and President of the Australian Council of Deans of Education. She has been a Board Member of Teaching Australia: The National Institute for Quality Teaching and School Leadership, a Commissioner of the Australian Human Rights and Equal Opportunity Commission, Chair of the Queensland Ethnic Affairs Ministerial Advisory Committee, Vice President of the National Languages and Literacy Institute of Australia and a member of the Australia Council’s Community Cultural Development Board. With Bill Cope, she is co-author or editor of a number of books, including: The Powers of Literacy: Genre Approaches to Teaching Literacy, Falmer Press, London, 1993, Productive Diversity, Pluto Press, Sydney, 1997; A Place in the Sun: Re-Creating the Australian Way of Life, HarperCollins, Sydney, 2000; Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000; New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (2nd edition, 2012); Ubiquitous Learning, University of Illinois Press, 2009; Literacies, Cambridge University Press, 2012 (2nd edition, 2016); and A Pedagogy of Multiliteracies, Palgrave, London, 2015.

期刊论文审查者

发表在教育期刊系列的文章将先经过同行评议,进行同行评议的学者皆是在学术社群的活跃成员。评审者大多曾参与过同心学术联合会的会议、曾投稿于同心学术的期刊或是经过我们的团队筛选过、自愿参与同行评审的学者。同心学术联合会的期刊系列鼓励学术社群成员的大量参与,并采取协同合作和根据标准审议流程的出版模式,此特点使得我们的同行评审过程有别于其他阶级式、以主编辑为中心的同行审议模式。

教育学期刊系列的评审者是根据其学术专长与兴趣来媒合审议的文章。这些评审者所提出的回馈与出版建议对知识传播贡献甚巨,所以该评审者将在其所审议的文章所刊当期的最后一卷被列名鸣谢。

成为期刊审查者

当您选择将您的研究成果在同心学术的期刊出版,您将不仅是作者,也有机会向其他投递至同心学术的期刊的文章提出您的建议。

您的建议将受到重视

评审者所提供的指导与建议是形塑同心学术联合会期刊系列的无价因素。

增加专业经验

参与同行评审过程是增加第一手学术出版经验的良机。

强化您的简历

评审者作为同心学术联合会期刊系列的重要推动者,将会被列名鸣谢。