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EDeR is seeking contributions on Design-Based Research within the educational sciences. All kinds of educational contexts can be addressed, such as higher education, adult education & professional training, vocational education, school education, and so forth.
We welcome contributions on Design-Based Research from pedagogical, psychological, sociological, economic, information-technological perspectives, as long as they focus on educational problems and challenges.
Furthermore, we also encourage contributions that focus on methodological and conceptual challenges and the further development of the Design-based Research approach within the educational sciences.
EDeR offers researchers an opportunity to expose their Design-based Research to an international community for critical and public discussion.
EDeR provides a publication platform for trans-disciplinary Design-Based Research in education that can inform science and praxis alike.
EDeR supports the methodological and conceptual (further) development of the Design-Based Research approach in education.
EDeR is a peer-reviewed journal, published online by the Hamburg Center for University Teaching and Learning (HUL) in collaboration with Hamburg University Press, Germany, in an open-access format.
EDeR provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
EDeR charges no subscription or pay-per-view fees to readers and no submission or publication fees to authors.
The publication costs of EDeR are covered by the Hamburg Center for University Teaching and Learning (HUL) at the University of Hamburg, Germany.
EDeR combines a “rolling publishing” model with creation of journal issues. This means that starting with Issue 2, we will publish articles as soon as they have successfully passed phase I and phase II of our review process (see below for details), thus building up a particular issue of EDeR in a cumulative manner. The editor-in-chief will close an issue and start a new one when a substantial amount of contributions has been published. An issue will typically hold 6-8 Academic Articles and/or Practice Illustrations... and whatever number of Discussion Articles are received in reply.
Academic Articles are original, full-length, substantive articles that might address, for example,…
- theoretical and methodological aspects of Design-Based Research
- the conceptualisation of Design-Based Research projects
- results from different phases of Design-Based Research projects
- the exposition of complete Design-Based Research projects
- or any other topic that fits the overall publication scope of EDeR.
Academic Articles should remain within a 10000 words limit. EDeR publishes Academic Articles either in English, or German.
Practice Illustrations might describe for example…
- elements of Design-Based Research that address specific practice objectives
- practice innovations that can inform and stimulate Design-Based Research
- additional, illustrative materials linked to a particular Academic Article
Practice Illustrations should remain within a 6000 words limit. EDeR publishes Practice Illustrations either in English, or German.
Discussion Articles are another important form of contributing to EDeR. They are elicited by the journal editors as a direct reply to an original Academic Article that has already been evaluated and approved for publication within EDeR. These articles are meant to go beyond a mere critique of a given Academic Articles and ideally open up a wider discourse horizon to stimulate further discussion and exchange.
We also encourage all readers who feel inclined to respond with a Discussion Article to a particular contribution published in EDeR to get in touch with the editor-in-chief.
Discussion Articles should remain within a 6000 words limit and and correspond to the language (English or German) used in the original Academic Article they refer to.
EDeR applies a Triple-Peer-Review approach. This contains three phases and three distinct reviewer roles.
Phase I follows a Peer-Editor-Model:
In phase I of the EDeR review process and workflow model authors seek out a peer reviewer who functions as an expert text-mentor for the intended contribution. The text-mentor provides feedback for the improvement of the article and decides collaboratively with the authors when the text is ready for publication.
This process is largely self-managed by the authors. However, authors inform the journal editors who is serving as the text-mentor in phase I. Should the submitted contribution finally get published in EDeR, the text-mentor (reviewer I) is attributed by name and affiliation within the final version of the article.
Phase II follows a classic Peer-Review-Model:
In phase II, however, we follow a classic peer-review-model at EDeR. The journal editors select two reviewers among the Editorial Review Board of EDeR who function as evaluators (reviewer II). They review the “blinded” contribution along a range of predetermined criteria (for details, see the EDeR reviewer guidelines) and decide if it is rejected, requires revision, or is accepted for publication.
In case of diverging review results the Editor-in-Chief elicits an additional review among the members of the EDeR Editorial Board before making a final decision.
For Practice illustrations the review process is shortened to text-mentoring (phase I) plus one blind peer-review (phase II).
Phase III follows a Peer-Discussion-Model:
In phase III of the EDeR review process and workflow model, accepted and published contributions are opened for additional reviews by scholars who function as discussants (reviewer III) of the original texts.
Authors can suggest a discussant to the journal editors. Readers of EDeR are also encouraged to suggest Discussion Articles to the journal editors. However, the journal editors reserve the right to make a final decision on accepting particular discussants.
Any discussant (reviewer III) is expected to deliver a separate and coherent Discussion Article. In principle, several Discussion Articles can be elicited for a particular contribution that is published in EDeR.
How did we arrive at the current review and workflow process for EDeR?
For a better understanding of how we arrived at this review and workflow process, we recommend reading "Triple Peer Review – Developing a New Peer Review Process in the Context of the Educational Sciences" in which Gabi Reinmann (HUL, University of Hamburg) summarises what deliberations and insights from previous projects went into its conceptualisation.
Authors contributing to EDeR agree to publish their articles under the Creative Commons Attribution 4.0 International license.
This license allows:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Authors retain copyright of their work. They are permitted and encouraged to post items submitted to EDeR on personal or institutional websites and repositories, prior to and after publication (while providing the bibliographic details of that publication).
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
Opinions expressed in articles and reviews in EDeR are the views of the authors, and not those of the editors, the publishers or the editorial board.