Academic Exchange Quarterly
Fall 2006, Volume 10, Issue 3
Expanded issue up to 400+ pages.
Articles on various topics plus the following special section.
See EFFICACY on-going-topic published in every print edition
Teacher Efficacy

Feature Editor:
Peggy Pei-I Chen, Ph.D. Assistant Professor
Educational Foundations and Counseling Programs
Hunter College, NY
Teacher efficacy examines the factors that contribute to the confidence teachers have to successfully achieve their goals related to classroom instruction, reflective teaching, classroom management, engaging students, motivating students and other stakeholders in the educational process, as well as other related areas that contribute to the growing understanding of what makes teachers efficacious. This issue will address theoretical and practical approaches to analyzing teacher efficacy and encourage contributions that examine the construct from both a quantitative and qualitative methodology with pre-service and in-service teachers. In addition, this issue will welcome studies of teacher efficacy of racially/ethnically diverse teachers.

Who May Submit:
Manuscripts are encouraged from active researchers, teacher educators, teachers, administrators as well as submissions co-authored by graduate students and professors that seek to publish studies in progress with initial findings.

Please identify your submission with keyword: EFFICACY
Submission deadline:
any time until the end of May 2006; see details for other deadline options like early, regular, and short.
Submission Procedure:


LISTSERV@ASU.EDU (American Educational Research Association—Division C) 

LISTSERV@ASU.EDU (American Educational Research Association—Division K)

American Psychological Association (Division 15—Educational Psychology)

American Psychological Association (Division 16—School Psychology)

Graduate Student Listserv at City University of New York (Educational Psychology)

Papers invited at