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Journal Of Innovative and Creativity (Joecy) publishes scholarly papers that concentrate on science teaching and learning in school settings ranging from early childhood to higher education as well as workplace and informal learning, which are related to science education.
The goals of Joecy are to:
• Promote a scholarly approach to the practice and profession of teaching in Education environments.
• Foster dialogue concerning innovative Education teaching, Creative, learning and assessment strategies.
• Enhance understanding and application of best practices in education teaching and learning.
JOECY features theoretical and empirically-based research articles, critical reflection pieces, case studies, and classroom innovations relevant to Education (including teaching, learning, assessment, pedagogy, content and organizational issues). Manuscripts must be appropriately grounded within relevant literature and justified with theory, evidence, and/or research; qualitative, quantitative and mixed-methods are appropriate.
The peer review board is responsible for reviewing two to four manuscripts per year and for providing feedback according to a pre-established set of criteria. Peer reviewers are selected by the Editor and Editorial Board according to the needs of the journal.
Peer reviewers are expected to evaluate manuscripts in a timely and thorough manner with constructive comments to enhance the quality of the manuscript. If, in the opinion of the reviewer, the manuscript is not publishable, the reviewer must make every attempt to provide extensive comments/feedback in regard to why the paper is not acceptable and to provide the authors with constructive directions.