Browse Journals and Peer-Reviewed Series
Gobernar: The Journal of Latin American Public Policy and Governance is a biannual, open access and peer-reviewed journal that focuses on the publication of original articles that present qualitative or quantitative research, case studies, survey articles, studies of effective pedagogy, conceptual framework, analytical models, and empirical research, as well as book reviews. Gobernar aims to build a debate about governance outside the traditional contexts of strong states and well-ordered societies. It seeks submissions of papers that have Latin-American relevance or significance for Latin Americanists around the world. The journal is devoted to the dissemination of research articles from the broad range of disciplines related to Public Policy and Governance. It aims to provide an intellectual platform for scholars in those fields.
Gobernar: The Journal of Latin American Public Policy and Governance es una revista semestral, de acceso abierto y arbitrada que se enfoca en la publicación de trabajos inéditos y originales que presenten avances o resultados de investigaciones cualitativas o cuantitativas, estudios de caso, artículos de revisión, estudios de pedagogía efectiva, marcos teóricos, modelos analíticos e investigaciones empíricas, así como reseñas de libros. De esta forma Gobernar procura contribuir en la construcción de un debate sobre gobernanza por fuera de los contextos tradicionales de estados fuertes y sociedades bien ordenadas. Recibe propuestas de artículos que tengan relevancia en América Latina o para Latinoamericanistas alrededor del mundo. La revista está dedicada a la difusión de artículos de investigación desde el amplio rango de disciplinas relacionadas con las políticas públicas y la gobernanza. Procura proveer una plataforma intelectual para académicos interesados en los temas y disciplinas de la revista.
Journal of Inquiry and Action in Education (School of Education)
Welcome to the Journal of Inquiry and Action in Education, an online, peer-reviewed journal seeking to highlight collaborative research undertaken by university faculty and partner school teachers.
Authors are able to register and submit items to the Journal of Inquiry and Action in Education directly through this website. See the Policies page for a guide to article submissions. Special emphasis will be placed on work that demonstrates the possibilities and potential pitfalls of research efforts describing mutually beneficial work in partner schools.
Submissions should be designated as contributions to one of the following journal sections:
Applied Theory/P-12 Educational Research: well developed and written case studies, high quality action research projects, and more traditional research methodologies in P-12 settings or education related settings, including professional development activities with teachers.
Collaborative Partnerships/Programs: descriptive studies of collaborative/partnership projects that include evidence/data to highlight project strengths and/or shortcomings.
Promising Practices: descriptive studies of classroom activities, strategies, or various interventions that show promise based on data.
Educational Policy: theory and policy-oriented studies with direct bearing on the P-16 educational endeavor in the United States.
Northeast Historical Archaeology (Anthropology)
The Council for Northeast Historical Archaeology (CNEHA), founded in 1967, is a non-profit organization dedicated to archaeological scholarship in the American Northeast, including the Canadian provinces and the U.S. states of Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, Newfoundland and Labrador, New Brunswick, New Hampshire, New Jersey, New York, Nova Scotia, Ontario, Pennsylvania, Prince Edward Island, Quebec, Rhode Island, Vermont, Virginia, and West Virginia.
Scientia Discipulorum provides a journal for the peer-reviewed publication of research articles written by undergraduate students who have completed independent study or a research project at SUNY Plattsburgh. The the journal includes articles the biological sciences, chemistry, earth and environmental sciences, political science and psychology. It offers student assistant editors the opportunity to work with all aspects of the journal including layout and production, manuscript review, and editorial decisions.
The SUNY Plattsburgh e-journal of undergraduate research is published electronically on the web. First authorship of articles is restricted to student researchers, and those within a year of graduating. Faculty, students, and other contributors can be listed as secondary authors. Submitted manuscripts for the science section will be considered from disciplines other than those represented above at the discretion of the Editor-in-Chief. All articles are peer-reviewed and will be handled by a associate editors and student assistant editors during the review process.
The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning (Center for Teaching Excellence)
The Common Good is published by the SUNY Plattsburgh Center for Teaching Excellence and explores the scholarship on teaching and learning from the perspectives of both students and teaching faculty.
The editorial staff of the Common Good is now accepting articles on scholarship on teaching and learning. All submissions must be formatted according to The Chicago Manual of Style, and the maximum length is 2,000 words. A 100-150 word abstract is required. Deadline: July 15, 2016.
Dissenting Voices (Women and Gender Studies)
Dissenting Voices is a student engineered eJournal collaboratively designed, authored, and published by undergraduate Women and Gender Studies majors in connection with their Women and Gender Studies Senior Seminar at the College at Brockport. Dissenting Voices grows out of a course learning structure through which Women and Gender Studies students could reflect upon their undergraduate experience in the discipline, and through engagement, activism, and synthesis of acquired knowledge, establish a theoretical foundation to inform future feminist practices. Course readings comprised students’ discipline-specific interests, enabling an intellectual forum in which majors dialogued on a women and gender focused topic. This work culminated in a meaningful capstone project grounded in contemporary and emerging feminist scholarship. Journal topics span issues organic to college campuses and surrounding communities. In broader strokes, they call into question contested gender equity measures overlaying home and nation. Dissenting Voices preserves the authenticity of student voice, sanctioning a wide range of ability and talent as engendered within students’ senior seminar coursework.
#History: A Journal of Student Research is a student driven, peer-reviewed, electronic journal that publishes articles by graduate and undergraduate students from any accredited college or university. #History showcases and shares exceptional student scholarship in a variety of formats including research papers, master theses, capstone projects, oral history interviews, posters, historical documentaries, and photo essays. By engaging students from multiple institutions, #History seeks to connect students from different schools and to create an intellectual forum that encourages historical dialogue and the exchange of ideas. The journal also offers promising student historians at the College at Brockport an opportunity for hands-on experience with the publishing end of the profession.
The Journal of Literary Onomastics is the only scholarly periodical devoted to the study of names in literary texts (with "literary" defined as broadly as possible). Our focus is on literatures in the languages of Western and Central Europe of any period and any national origin. We are an affiliate publication of the American Name Society.The The Journal of Literary Onomastics also awards the Wilhelm Nicolaisen Prize in Literary Onomastics to the author of the best essay of each volume. The prize consists of a cash award of $150 to be given to the author(s); students and faculty of the State University of New York at Brockport are ineligible. The prize honors Wilhelm Nicolaisen, Distinguished Professor of English and Folklore (Emeritus) at the State University of New York, Binghamton, and now Honorary Research Fellow at the University of Aberdeen. Throughout his career, Professor Nicolaisen has made major contributions to scholarship in literary onomastics and was a frequent contributor to Literary Onomastics Studies.
Books for review should be sent to the following address:
Editor, Journal of Literary Onomastics , Department of English , The College at Brockport, 350 New Campus Drive , Brockport, NY 14420, U.S.A.
Literary Onomastics Studies was published from 1974 to 1989 as “the official journal of the proceedings of the annual Conference on Literary Onomastics,” held during those years at SUNY Brockport or in Rochester, New York. The editor throughout that period was Prof. Grace Alvarez-Altman of Brockport’s Department of Foreign Languages and Literatures, collaborating with various associate or co- editors from the English Department, as indicated in the annual issues.
In addition to these two departments at the College, the American Name Society became a sponsor of the annual conference in the early eighties. As the annual conference no longer takes place, the successor to Literary Onomastic Studies, the Journal of Literary Onomastics, has been publishing original articles in the field since 2011 and maintains its association with the College at Brockport and the American Name Society.
Philosophic Exchange is published by the Center for Philosophic Exchange, at the College at Brockport. The Center for Philosophic Exchange was founded by SUNY Chancellor Samuel Gould in 1969 to conduct a continuing program of philosophical inquiry, relating to both academic and public issues. Each year the Center hosts four speakers, and each speaker gives a public lecture that is intended for a general audience. These lectures are then published in this journal.
The Seneca Falls Dialogues Journal (Women and Gender Studies)
The Seneca Falls Dialogues Journal is a multidisciplinary, peer reviewed, online journal that grows out of the Biennial Seneca Falls Dialogues conference. See the Aims and Scope for a complete coverage of the journal.
The Spectrum: A Scholars Day Journal, is a faculty juried, cross-disciplinary, electronic journal. Its goal is the publication of outstanding, student produced scholarship presented at the College at Brockport annual Scholars Day. Scholar’s Day, which was instituted in 1984, is an annual celebration of scholarly pursuits by the campus community.
Scholars Day enables students to present scholarly and creative work; to practice disciplinary techniques of public presentation; to learn from fellow scholars and artists across the disciplines; to engage with members of the college community in educationally meaningful events; and to support a college culture of intellectual initiative and academic excellence.
JLAMS is an open-access journal providing an outlet for the dissemination of ideas, articles, academic papers, and essays of interest to library leaders at all levels and of all types of libraries. JLAMS is refereed, although other contributions are accepted.
See the Aims and Scope for a complete coverage of the journal.
The Journal for MultiMedia History: Peer Reviewed MultiMedia History.
The JMMH relaunch is underway.
The journal is accepting multimedia history projects for peer review. The JMMH also accepts reviews of pertinent works and analyses of the multimedia history field. Use the submission link to the left, and stay tuned for forthcoming issues.