Learning and Instruction is an international, multi-disciplinary journal for advanced high-quality research in the areas of learning, development, instruction and teaching.
The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensions of important previous work.
A preference, however, will be given to empirically-based studies. The papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative). They may relate to any age level - from infants to adults - and to a diversity of settings.
Contact your institute for more information on online access to Learning and Instruction.
Are you a junior researcher and a member of EARLI? Become a reviewer of Learning & Instruction. As an initiative of the Learning & Instruction Editorial team, in collaboration with EARLI as an exclusive member benefit, you are now invited to join a 1:1 peer review mentoring programme. In this programme, together with an experienced editorial board member of Learning & Instruction, you will write a review for the journal. Before you can start, you’ll be asked to take Elsevier’s certified Peer Reviewer Course, online, individually.
The Certified Peer Reviewer Course has been developed with input from editors of leading journals and is designed to invest participants with the skills and confidence needed to accept a request to review.
You will get credits after passing the final test. Time investment is somewhat more than 4 hours. After that, you are eligible for the individual mentoring programme.
Interested?
Send your application to Lore Verschakelen, EARLI Office, lore.verschakelen@earli.org. You will then receive further information about the procedure.
Check out the interview with mentee David Zamorano below as he shares what he learned from taking part in the programme:
Editorial Team
Gert Rijlaarsdam
Editor-in-Chief
University of Amsterdam, The Netherlands Norwegian University of Science and Technology, Norway
Oslo Metropolitan University, Centre for the Study of Profession, Norway
Keywords: Virtual and augmented reality in education, Student interaction, Student-teacher interaction, Group dynamics in education, Social cognition in education, Teaching, Teacher professional development, Teacher education, Qualitative analyses.
Keywords: Teacher expectations, Stereotypes in school context, Text comprehension in science and mathematics, Non-cognitive factors in learning and achievement.