Calls for books

Chapter proposals are being requested for a proposed book based on your original data with a focus on advancing classroom science teaching practices in our changing education landscape for elementary/middle/and secondary school levels.

Your work in higher education theory and methods can be recognised in the well-established book series Theory and Method in Higher Education Research, commonly published annually. The first volume was released in 2013 by Emerald as part of another book series, and since then, a considerable number of volumes have been published. The series was originally edited by Jeroen Huisman and Malcolm Tight. Recently, Jeroen has stepped down, and Nataša Lacković has stepped up as co-editor. The aim of the series is to publish interesting chapters focusing on either theory or method as they are applied within higher education research, thereby informing and updating this expanding field of research. Contributions should only report on research studies in order to illustrate the theory or method being discussed.

The International Finance Review (IFR), an annual book series published by Emerald Publishing, invites submissions for Volume 24 on the theme “New Challenges of Global Banking: Geopolitical Risks, Fintech, and Climate Change.” This volume aims to advance scholarly understanding of the evolving landscape of global banking and its implications for financial markets, institutions, and policy. IFR publishes theme-based volumes on a broad range of topics in international finance. The series is indexed in Scopus, EconLit, ProQuest, EBSCO, and the Web of Science Book Citation Index. High-quality theoretical, empirical, institutional, and policy-oriented papers are welcome. Comprehensive and integrated literature reviews addressing the theme are also encouraged.

The series Research in Second Language Learning invites book proposals from scholars and researchers in the fields of second language and literacy for authored or edited volumes.

The Leadership for School Improvement (LSI) SIG is seeking book proposals for the next volume in the LSI Book Series. The purpose of the LSI SIG is to examine how leadership of teachers, principals and superintendents influences instructional capacity resulting in improved student outcomes and how policy guides this collaborative effort. In addition, the LSI SIG encourages discussion and development of the philosophical, theoretical and empirical tenets guiding school and system renewal. The executive committee invites all LSI SIG members to consider writing a proposal for the next volume of the book series.

A volume in Contemporary Perspectives on Developing Trauma-Informed Teachers