The Journal of Expanded Learning Opportunities (JELO) is a peer-reviewed, online, open-access publication of the Central Valley Afterschool Foundation.
This project is focused on the discovery, collection, and dissemination of scholarly research and deeper learning from a variety of disciplines related to the activities of youth during their out-of-school-time. The project is the result of interest by afterschool program providers, educational administrators, community members, and afterschool program youth in the Central Valley and statewide. There are very few academic journals dedicated primarily to the field of afterschool and expanded learning. Research related to this field is being sought out by institutions of higher learning, as well as policy makers and advocates. From an academic standpoint, this area of research is growing and there is a need for an appropriate journal dedicated to it. From a policy and advocacy standpoint, it is necessary to bring public awareness to the need for afterschool and expanded learning, and also to support research with statistically valid results.
While research is currently being conducted and disseminated to the public through informal venues, a scholarly journal where studies are reviewed by a panel of experienced researchers and editors will ensure the validity and reliability of such research. At the same time, research in the area of afterschool and expanded learning continues to grow, both locally and nationally. This project will provide a much-needed forum for scholarly exploration of out-of-school-time learning and expanded learning, and it will create opportunities for practitioners to learn about the current research in the field. In addition, practitioners can gain critical information on cutting-edge practices that have the greatest impact for participating youth.
The aim of this journal is to promote scholarship and consciousness of the ways in which students’ engagement in afterschool and expanded learning activities contributes to their learning and development through the publication of original empirical, practical, and theoretical manuscripts. The JELO will connect research and promising practices throughout California and the nation, fostering a dialogue that engages both researchers and practitioners in the field.
The journal solicits original papers in two categories:
- Research-based: presentation of new research using data that includes an abstract, an introductory paragraph, a brief literature review, methods (quantitative and/or qualitative), results, and implications. An example would bean academic or field study.
- Practitioner-based: presentation of an essay or brief focused on a specific promising practice that includes an abstract, introductory paragraph, discussion of the practice, and recommendations for implementation, sustainability, and scaling. An example would be a review of a program project/activity.
Suggested topics are inspired by the Learning in Afterschool and Summer (LIAS) principles and include:
- Active, project-based learning
- Collaborative learning and programs
- Applied learning activities
- Learning that supports mastery
- Learning that expands horizons
- Instructional strategies that promote student learning
- Submit electronically using the following link: Article Submission Form
- Use Word or rich text format
- Use APA 6th edition format (see guidelines: http://apastyle.org/)
- Do not to exceed 3,500 words for practitioner articles or 5,000 words for research articles (not including references and tables)
- Include in the electronic submission attachment a cover page with: manuscript title, indication of whether it is a research-based or practitioner-based submission, author(s), affiliation, address, phone, and email address
- Eliminate any author identifying references within the paper in order to ensure a blind review
- Submit by May 31, 2013 for the Fall 2013 inaugural issue
After submission of a paper, the chief editor or an associate editor will send notice of receipt to the contact author. The editor will review the submissions for suitability for the journal and specific category. If not suitable, the editor will provide guidance for the author. If suitable, the paper will be sent to the editorial review board for blind review.
For questions/comments, contact Kim Boyer:
For more information on afterschool and expanded learning articles, please take some time to review the Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success, edited by Terry K. Peterson, Ph.D. It is a groundbreaking compendium of studies, reports and commentaries by more than 100 thought leaders including community leaders, elected officials, educators, researchers, advocates and other prominent authors.