Aim and Scope: Thresholds in Education, now an open access online scholarly journal, is dedicated to the philosophical exploration of programmatic, pedagogical, and curricular renovation as well as new education inquiries, theories, and viewpoints. Thresholds is a space for authors to engage the philosophical method not only to provide constructive critique of extant policy and practice in education but also to explore fresh ideas and viewpoints that will lay the foundation for innovative and critically oriented schools of the future. Manuscripts submitted for publication to Thresholds undergo rigorous editorial review and at least one blind peer review prior to being accepted for publication.
Academy Disclaimer: Manuscripts published in Thresholds in Education do not necessarily represent the views of the editor, editorial assistants, the members of the Academy, or the Thresholds in Education Foundations Board. The authors of the manuscripts are solely responsible for ensuring that they do not infringe on copyright or violate any right of privacy.
Copyright: Authors warrant that they are sole owners of the material included in the paper and that it is original and has never been published in any form previously. Authors grant to the Thresholds in Education Foundation and the Academy for Educational Studies all rights to the paper including rights of copyright. The Thresholds in Education Foundation & the Academy for Educational Studies, in turn, agree to grant permission to authors to republish their manuscripts subject only to the condition that Thresholds in Education be given proper credit as the original source and the Academy for Educational Studies as original publisher.
Thresholds Foundation Board of Directors:
Dr. Kerry Burch, Northern Illinois University, Executive Editor
Dr. Patrick Roberts, Northern Illinois University
Dr. Teresa Wasonga, Northern Illinois University
Dr. Kelly Summers, Northern Illinois University
Patricia Kee, Northern Illinois University
Kerry T. Burch, Northern Illinois University
John Petrovic, University of Alabama
Eric C. Sheffield, Western Illinois University