IJSD-Outside-CoverThe only journal of its kind, The International Journal on School Disaffection is an international, peer-reviewed journal which provides a forum for multi-disciplinary dialogue about influences and outcomes relating to school disengagement, low-attainment, and early school leaving.


Aims and scope

IJSD represents the perspectives, theories and insights of academics and scholar practitioners from a range of disciplines and backgrounds, and particularly those whose research interests fall within education, youth studies, sociology, mental health and criminology.

IJSD publishes articles on issues and theories surrounding school disaffection and the most effective strategies, both individualized and structural, that are being used around the world to keep children and young people from becoming disengaged from learning. It is concerned with the relationship between the current challenges facing school and college students across the world and the strategies and values that inform the work of academics, policy-makers and practitioners. The journal is open to a wide range of perspectives: sociological, historical, philosophical, psychological, criminological and educational. Its priority is to support work that seeks to engage and re-engage children and young people and to develop critical and scholarly debate around school disaffection.

All research articles submitted to IJSD will undergo rigorous blind peer review based on initial editor screening and anonymized refereeing by at least two referees. The approach to review of articles will be seen as particularly important both in terms of ensuring quality but also in terms of transparency and fairness. The editors are committed to contributing constructively to the process through encouraging helpful feedback to authors.

ISSN 1478-8497 (print)
ISSB 1747-9207 (online)

Editors

Linda J. Graham Queensland University of Technology, Australia

Gale Macleod University of Edinburgh, Scotland

Editorial Board

Janet Batsleer Manchester Metropolitan University, United Kingdom

Kalwant Bhopal University of Southampton, United Kingdom

Dorothy Bottrell Victoria University, Australia

Geoff Bright Manchester Metropolitan University, United Kingdom

Tim Corcoran Victoria University, Australia

Harry Daniels University of Oxford, United Kingdom

Ross Deuchar University of the West of Scotland, United Kingdom

David Gillborn University of Birmingham, United Kingdom

Kalervo Gulson University of New South Wales, Australia

Neil Harrison Macquarie University, Australia

Valerie Harwood University of Wollongong, Australia

Markku Jahnukainen University of Helsinki, Finland

Gwynedd Lloyd University of Edinburgh, United Kingdom

Gillean McCluskey University of Edinburgh, United Kingdom

Maggie MacLure Manchester Metropolitan University, United Kingdom

Meg Maguire Kings College London, United Kingdom

Martin Mills University of Queensland, Australia

Line Lerche Mörck Aarhus Universitet, Denmark

Mohammed Moustakim University of Western Sydney, Australia

Tiago Neves University of Porto, Portugal

Carl Parsons University of Greenwich, United Kingdom

John Schostak Manchester Metropolitan University, United Kingdom

Roger Slee Victoria University, Australia

John Smyth University of Ballarat, Australia

Myra Taylor Edith Cowan University, Australia

Sally Tomlinson University of Oxford, United Kingdom

Elizabeth Walton University of the Witwatersrand, South Africa

David Zyngier Monash University, Australia

Ingenta logo

Visit IJSD’s page on ingentaconnect to view the contents of all issues and download sample material. If you or your institution subscribe to this journal you will also be able to access full text content.

Volume 12, Number 1, 2016

Engaging student input on student engagement in learning
Maggie Callingham

‘I don’t need pink hair here’: Should we be seeking to ‘reintegrate’ youngsters without challenging mainstream school cultures?
Martin Levinson

Interest, learning, and belonging in flexible learning programmes
Kitty Te Riele, Vicky Plows, and Dorothy Bottrell

‘May I please tell you a little anecdote?’ Inter-professional decision-making about inclusion in the borderland between general and special schooling
Maja Røn Larsen

How to subscribe

To order securely online, visit Turpin Distribution’s eCommerce site.

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Email: custserv@turpin-distribution.com
Tel: +44 (0) 1767 604951
Fax: +44 (0) 1767 601640

Subscription rates (per year)

The International Journal on School Disaffection is published by the Institute of Education Press at an annual subscription for two issues (Spring and Autumn).

Institutional (print and online)
UK and Rest of World: £188
Europe: €225
North America: $300

Institutional (print only)
UK and Rest of World: £60
Europe: €85
North America: $115

Individual
UK and Rest of World: £42
Europe: €65
North America: $85

Student
UK and Rest of World: £38
Europe: €55
North America: $75

Notes for authors

Manuscripts (as WORD attachments) should be sent to: linda.graham@qut.edu.au

Articles should be original. Should any material overlap with material which the author has published elsewhere in another language other than English, this should be made clear when the article is submitted. All articles will be exposed to a double-blind referee process, which may lead to suggestions for the improvement of the article. The author’s final draft will be edited and corrected by the journal’s editors.

Articles should be between 5,000 and 7,000 words, including abstracts and referencing. An abstract of 150-200 words in English should be provided at the beginning of the article.

Authors should prepare and send two versions of their manuscript. One should be a complete text, including author details and short biographies of each author, while in the second all document information identifying the author should be removed from files to allow them to be sent anonymously to referees.

Tables and captions to illustrations

Tables and captions to illustrations must be typed out on separate sheets and not included as part of the text. The captions to illustrations should be gathered together and also typed out on a separate sheet. Tables and figures should be numbered in Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to symbols.

Figures

Please supply one set of artwork in a finished form suitable for reproduction. Figures will not normally be redrawn by the Publisher.

Reference style and format

The Editorial style sheet contains a full explanation of style and referencing for articles.

References should be indicated in the typescript like so: (Author surname, year: page number). If the book has more than 2 authors, you should us et al. after the first author’s surname instead of listing them all. If several papers by the same author and from the same year are cited, a, b, c, etc. should be put after the year of publication. The references should be listed in full at the end of the paper in the following standard forms:

For books:

Gaine, C. (2006) We’re All White Thanks: The persisting myth about white schools. Stoke on Trent: Trentham. For articles: Radia-Bond, B. (2005) ‘Mixed blessings: Understanding children of mixed heritage’. Race Equality Teaching, 24 (1), 25–9.

For chapters:

Devitt, M. (1990) ‘A narrow representation theory of the mind: Subtitles should start with a capital letter’. In W. Lycan (ed.), Mind and Cognition. Oxford: Blackwell.

For online:

Newman, M. (1997) ‘In search of food security’. Online. www.marketreport.com/security.htm (accessed 4 December 2007).

End notes should be kept to a minimum. They should be numbered consecutively throughout the article, and should immediately precede the ‘References’ section.

Early Electronic Offprints

Corresponding authors can receive their article by e-mail as a complete PDF. This allows the author to print up to 50 copies, free of charge, and disseminate them to colleagues. A copy of the journal will be sent by post to all corresponding authors after publication.

Copyright

It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to IOE Press. This enables us to ensure full copyright protection and to disseminate the article to the widest possible readership in print and electronic formats as appropriate. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.