About the Supplemental Instruction Journal
Supplemental Instruction began at the University of Missouri-Kansas City in 1973. Today, the International Center for Supplemental Instruction estimates that there are roughly 3,500 Supplemental Instruction programs at institutions around the United States of America. Around the globe, there are SI programs in more than 30 countries.
The continued growth and dissemination of the SI model over the last 40 years has produced a robust field for research. At the International Center, we work to support research in the field, answering researchers’ queries about SI and providing data and other information when available. siJ hopes to capture the fascinating, crucial research and inquiries of professionals working with Supplemental Instruction.
siJ is a journal that seeks to publish the latest research in the field and to be the foremost resource for advancements and discoveries related to Supplemental Instruction. siJ is peer-reviewed by national and international education professionals working with Supplemental Instruction and is intended for a wide audience. Statistical methodologies should be included in submissions, when relevant, and be clear and succinct. Submissions should provide engaging discussions of findings and consider future applications and implications of those findings. In addition to statistically-based submissions, siJ welcomes submissions that showcase the perspectives and efforts of education professionals and students working with Supplemental Instruction. Authors interested in publication in siJ should send a manuscript of no more than 20 double-spaced, typed pages (or a maximum of 5,000 words), including an abstract of no more than 150 words and all figures, tables, and graphs. All submissions should be formatted according to the guidelines set by the American Psychological Association in the Publication Manual of the American Psychological Association, sixth edition. Submissions should be emailed to email@example.com.
Submissions will first be subject to a pre-review process to assess basic relevance to SI and quality/clarity of writing. Submissions that are satisfactory will be emailed to members of the peer review board for evaluation. The Supplemental Instruction Journal will abide by the ethical codes of conduct set forth by the Committee on Publication Ethics in all matters. For more information, please visit the COPE website.