Editorial Policies

Focus and Scope

The journal welcomes articles addressing a diverse range of perspectives on silence. Such views might nurture or problematise silence; unpack silence as a debatable construct; and connect silence with any related sub-themes. It is acceptable to not use the term ‘silence’ in the article but to replace with constructs such as mental processing, mindful learning, inner speech, the inner voice, contemplative education, reflective learning, internal processes, or any others.  Below are 8 major areas of study, which fall into 80 themes that the journal is interested in but not limited to.

 

Teaching and learning

  • Reflective learning (such as among right-brained, intuitive, cautious, visual, auditory learners)
  • Adaptive classroom behaviour that involves silence and speech
  • Productive silence in teaching models
  • Productive silence learning styles
  • The dynamic of situational silence in classroom settings
  • Strategies for using silence to enhance teaching and learning
  • Silence as connected with specific resources
  • Individual learning pace as relating to silence and speech
  • Ways of generating ideas through silence and speech, respectively and connectedly

 

Curriculum and materials development

  • Teachers’ professional development with silence in mind
  • Coursebook tasks that assist learners’ internal processes
  • Resources that nurture a balance between silent and verbal learning modes
  • Procedures and models that support less-verbal learners
  • Guidance and instruction in coursebooks for cognitively demanding tasks
  • Case studies of creative lesson plans that consider the silence-speech relationship
  • Evaluation of teaching and learning materials design with silent reflection in mind
  • The research-practice relationship in materials development that takes silence into consideration
  • The selection and construction of creative texts that would inspire learners’ emotional engagement and visualisation

 

Perceptions and perspectives

  • Teacher perspectives on learner silence
  • Learner and teacher beliefs about silence and speech
  • Learner perception of teacher talk and silence in classroom management
  • Peer relationship as influenced by silence and speech (such as how verbal and less-verbal students work together in classroom contexts and their mutual perceptions)
  • Teacher-learner relationship as influenced by silence and speech
  • Tension between the need for speech and silence in classroom settings
  • Whether silent learners become less talkative teachers

 

Innovations and practices

  • Interventional research to modify student behaviour in silence and/or speech
  • Pedagogical innovations to maximise the potential of silence and speech
  • Documentation of classroom practice of how silence works with speech
  • Classroom activities and procedures for both verbal and non-verbal modes learning
  • Online silence: experience, complexity, challenges, and relevant pedagogy
  • Ways of reducing unproductive online silence and ways of organising productive online silence
  • Pedagogy with awareness of how silence and speech work together
  • Space for thinking, perception, and memorisation
  • The relationship between quality of talk and quality of silence
  • Unusual, original, or creative approaches to silence research
  • Dialogue journals/reflective journals discussing verbal and non-verbal participation

 

Psychology and the mind

  • Mental processing through silence and speech
  • Non-linguistic thinking
  • Cognitive fluency; its relationship with utterance fluency and perceived fluency
  • Solitude, engagement and dialogue with the self, the value of sustaining oneself emotionally and creatively
  • How learning evolves from productive solitude among introverts
  • The dynamics of inner speech/the inner voice in education
  • The process of how the inner voice turns into verbalisation in context
  • Case study of individuals who move in and out of silence and speech in their learning experiences
  • Phenomenological self-studies and auto-ethnographic studies of the silence and speech experience
  • Potential interference with mental rehearsal from articulatory suppression
  • The possibility of modifying individual personality and behaviour for improved learning efficiency
  • Rethinking the introvert-extrovert dichotomy in learning
  • Case studies of intelligent individuals with reflective and verbal learning preferences
  • How the brain functions through verbal and non-verbal channels
  • The study of non-verbal language in classroom interaction
  • Learner pace of thinking during verbal interaction and mental rehearsal

 

Theorisation

  • Silence in second language acquisition
  • The silent period in second language learning
  • The relationship between silence and speech
  • Mindfulness and mind-emptiness
  • The applicability and re-evaluation of scholarly theories about silence
  • Task design and materials development with silence and speech in mind
  • The relationship between cognition and behaviour in educational contexts
  • Silence in the psychology of learning
  • Articles based on interviews with scholars in silence studies
  • Evaluation and analysis of textbook and classroom activities with mental processing in mind
  • Issues and debated in learning psychology that includes silence and speech (such as anxiety, environmental forces, token economy, imitation, stimulus-response issues, etc.
  • The comparison and critique of various learning models and theories of learning related to silent/reflective learning
  • Discussion of equity, inclusivity, and diversity in relation to the discourse in silence and speech

 

Culture and communication

  • Peer ecology in classroom silence and interaction: tension, conflict, challenges, interpersonal understanding, and the role of the teacher in such processes
  • Learning collaboration between highly verbal and less verbal learners: potential and possibilities
  • Silence in connection with other issues such as power, gender, identity, among others
  • Differences in the use silence across various contexts and disciplines in education
  • The dynamics of inner speech in relation to private speech, insider speech, and public speech
  • Silence culture and communication with implications for education
  • Local wisdoms and different kinds of knowledge about silence
  • Silence, solitude, and loneliness in literary works

 

Critical and historical views

  • Power as relating to speech and silence
  • Equity, diversity, and inclusivity in consideration of the silent learner
  • Justification and problematisation silence in context
  • Gaps and issues in silence research
  • Historical re-examination of the silence groundwork and how the study of silence has evolved
  • Re-examination of counter-silence intervention with new insights and recommendations for education to move forward
  • Prediction of the future of silence studies in education

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Editorial

Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed

Book Review

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Invited Articles

Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed
 

Peer Review Process

    1. Editors first review the submitted manuscript, called initial review by the editors. It will be desk evaluated whether the submitted manuscript is suitable for 
    2. Journal of Silence Studies in Education  based on focus and scope, similarity score by using Crosscheck-iThenticate, methodological flaw, readability of the articles, and adhering to the submitted paper template.
    3. Furthermore, the manuscript will be sent to at least two anonymous reviewers (Double-Blind Peer-Review). 
    4. The anonymous reviewers' comments are then sent to the corresponding author for necessary actions and responses. Afterward, the editorial team meeting suggested the final decision to the revised manuscript by authors.
    5. Finally, the Editor will send the final decision to the corresponding author.
    6. The accepted manuscript then continued to the copyediting and layout editing process to prepare the camera-ready paper.

Review Outcomes

Utilizing feedback from the peer review process, the Editor will make a final publication decision. The review process will take approximately 4 to 12 weeks. Decisions categories include:

    • Reject - Rejected manuscripts will not be published, and authors will not have the opportunity to resubmit a revised version of the manuscript to JSSE.
    • Resubmit for Review– The submission needs to be re-worked, but with significant changes, it may be accepted. However, It will require a second round of review.
    • Accept with Revisions - Manuscripts receiving an accept-pending-revisions decision will be published in JSSE under the condition that Minor or Major modifications are made. Revisions will be reviewed by an editorial team to ensure necessary updates are made prior to publication.
    • Accept - Accepted manuscripts will be published in the current form, with no further modifications required.

Correspondence

All correspondence concerning manuscripts should be directed to the Editor of JSSE (dat.bao@monash.edu)and cc to bambang.pratolo@pbi.uad.ac.id. The Editor will direct all correspondence to the lead author; the lead author is responsible for sharing communications with other authors. Beyond communication concerning the review, manuscripts accepted for publication may require additional correspondence to complete copyediting and layout editing.

 

Publication Frequency

JSSE is published twice a year in the months of June and December.

 

Open Access Policy

This journal 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.