Browse Journals and Peer-Reviewed Series
Cities and the Environment (CATE) (Biology)
Cities and the Environment publishes peer-reviewed scholarship on urban ecology research and urban ecology education.
We encourage submissions of scholarly works of the following types: well-written, relevant articles in English; multi-media products such as simulations, video streams, audio productions and other visualization tools.
All inquiries should be directed to the managing editor.
Eric Strauss , Loyola Marymount University
President's Professor of Biology
Seaver College of Science & Engineering
USDA Forest Service
This publication is supported by Loyola Marymount University. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of Loyola Marymount University or the institutions of the affiliated editors.
First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (Academic Resource Center)
Welcome to First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience, a publication devoted to the art and scholarship of individuals who identify as "first-generation college" as well as those who support our community.
See the Aims and Scope for complete coverage of the journal.
Journal of Catholic Education (School of Education)
The Journal of Catholic Education (formerly Catholic Education: A Journal of Inquiry and Practice) is an open access journal representing Catholic colleges and universities, Catholic education leaders, and scholars from a variety of disciplines who are collectively committed to contributing research and encouraging best practice in Catholic elementary, secondary, and higher education by advancing the field of Catholic educational research.
The Journal of Catholic Education is a refereed, open access, online journal that promotes and disseminates scholarship about the purposes, practices, and issues in Catholic education at all levels.
- Boston College
- Catholic University of America
- Creighton University
- DePaul University
- Fordham University
- Loyola Marymount University
- Loyola University Chicago
- Marquette University
- Marywood University
- Seton Hall University
- St. Catharine College
- Saint Louis University
- University of Dayton
- University of Notre Dame
- University of Portland
- University of St. Thomas
- University of San Diego
- University of San Francisco
- Villanova University
Journal of Clinical Art Therapy (Marital and Family Therapy)
|Editor-in-Chief:||Teresa Heiland, Loyola Marymount University|
|Editors:||Tina Curran, The University of Texas at Austin|
|Susan Gingrasso, University of Wisconsin at Stevens Point, Emeritus Professor|
CALL FOR PAPERS: SPECIAL ISSUE
The Journal of Movement Arts Literacy is now accepting submissions. Deadline for paper submission is 1st October 2015.
Laban Studies: Pedagogy in Theory and Practice
Laban Studies: Pedagogy in Theory and Practice
Today’s Laban-focused movement educators enter a field filled with multiple challenges and diverse needs; however, movement literacy has become more recognized as a boon to dance/movement education as internationally recognized teacher standards increasingly support pedagogical values linked to movement literacy practices and movement-based notation and analysis systems supporting cognitive learning, language fluency, aesthetic expression, creativity, motor learning, reflection, critical analysis, cultural understanding, focused research, learning transfer, and cultural valuing, to name a few.
In this Special Issue, we are interested in pedagogical practices surrounding any and all Laban-based studies. Articles may focus on, but not be limited to, the following:
- What are best practices to introduce learners to frameworks, practical discussion of Laban Studies curricula?
- What theoretical, philosophical, and epistemological perspectives guide pedagogical practices in Laban Studies today? Has the scope changed over time and place?
- Where, in the diverse spectrum of dance/movement training, education, performance, research, and critical studies, does Laban Studies pedagogy support learners?
- What are current best practices in Laban Studies pedagogy and how do these practices foster teacher and student engagement with exploring, creating, reflecting, analyzing, communicating, and teaching with these movement-based theory systems?
- How does one frame, develop, and refine pedagogical practices in Laban Studies?
- What are the disciplinary and/or institutional influences at work determining one’s pedagogy and pedagogical research in the field of Laban Studies?
- How do differing pedagogical approaches (e.g., programmed learning, social-constructivist learning, active learning, problem-based learning, peer-led learning, etc.) inform Laban Studies education practices and theories?
Journal of Movement Arts Literacy is an international, peer reviewed, open-access academic publication that serves to promote the scholarly study of movement arts literacy (using notation, symbolic representation, and critical analysis) for the purposes of supporting development of pedagogy, theory, application, practice, and research of human movement. Focus on movement is especially aimed toward, but not limited to, inquiry into aesthetic, scientific, and cultural understanding of movement arts using movement-based literacy. For more details about movement arts literacy, see Aims and Scope.
Loyola of Los Angeles Entertainment Law Review (Law Reviews)
The Loyola of Los Angeles Entertainment Law Review is a specialty review devoted to Entertainment, Sports, Communications, and intellectual property law. ELR is student edited and published at Loyola Law School of Los Angeles.
The Loyola of Los Angeles International and Comparative Law Review (ILR) is a student-run publication dedicated to the advancement of legal scholarship, the resolution of contemporary legal problems, and the continuing education of the legal community. The Review publishes three issues each academic year. In addition, the Review runs the Inter-American Court of Human Rights (IACHR) Project. The Project hosts a public database of cases rendered by the Inter-American Court of Human Rights, and publishes an online journal of articles that summarize Inter-American Court decisions.
The authors' views do not necessarily reflect the views of the Review, its editors and staff, or Loyola Law School.