The Journal of Research on Leadership Education (JRLE), an electronic peer-reviewed journal, seeks to promote and disseminate rigorous scholarship and provide an international venue across multiple disciplines and contexts to inform the field of educational leadership.
We strongly encourage submissions such as:
- Innovative approaches and techniques for leadership preparation pedagogy, programs, and professional development
- Research on leadership preparation pedagogy, programs, and professional development, including evaluation of impacts and outcomes (e.g., student learning)
- Thorough and critical reviews that stimulate lively, thoughtful, topical, practical, and controversial discussion
- Analysis of current policy trends influencing leadership preparation and development (e.g., political and contextual issues that impact leadership education such as state changes in teacher and principal evaluation systems, impact of Common Core Standards on programs, and/or other timely and relevant policy topics)
- Inclusion of student voice through such mechanisms as the newly formed UCEA Graduate Student Council organization
- International and comparative studies of leadership preparation pedagogy, programs, and professional development
|Tori Amason||University of Houston, USA|
|Catherine Horn||University of Houston, USA|
|April Peters-Hawkins||University of Houston, USA|
|Nicola Alexander||University of Minnesota, USA|
|Bradley Carpenter||Baylor University, USA|
|Terah Chambers||Michigan State University, USA|
|Gloria Rodriguez||UC Davis, USA|
|Sheneka Williams||University of Georgia, USA|
|Christa Boske||Kent State University, USA|
|Davis Bradley||University of Texas - Arlington, USA|
|Rebecca Burciaga||San Jose State University, USA|
|Kathleen Cowin||Washington State University, USA|
|Arnold Danzig||San Jose State University, USA and Arizona State University, USA|
|Richard Flanary||Flanary Educational Consulting, USA|
|Mark A. Gooden||Teachers College, Columbia University, USA|
|Beverly Irby||Texas A&M University, USA|
|Decoteau Irby||University of Illinois at Chicago, USA|
|Lisa Kensler||Auburn University, USA|
|Susan Korach||University of Denver, USA|
|Jonathan Lightfoot||Hofstra University, USA|
|Chad Lochmiller||Indiana University - Bloomington, USA|
|Melinda Mangin||Rutgers University, USA|
|Matthew C. Militello||East Carolina University, USA|
|Roxanne Mitchell||University of Alabama, USA|
|Michael O'Malley||Texas State University, USA|
|Maricela Oliva||University of Texas, San Antonio, USA|
|Azadeh Farrah Osanloo||New Mexico State University, USA|
|Susan Printy||Michigan State University, USA|
|Karen Sanzo||Old Dominion University, USA|
|Samantha Scribner||Indiana University, USA|
|Megan Tschannen-Moran||College of William & Mary, USA|
|Pam Tucker||University of Virginia, USA|
|Terah Venzant-Chambers||Michigan State University, USA|
|Anjale Welton||University of Illinois at Urbana-Champaign, USA|
The Journal of Research on Leadership Education (JRLE) uses an electronic submission and review process. Manuscripts should be submitted to JRLE's SAGETrack website at http://mc.manuscriptcentral.com/jrle where authors will be required to set up an online account in the SAGETrack system. For questions about submitting manuscripts, please contact the JRLE Managing Editor at firstname.lastname@example.org
Submitted manuscripts should be 25 to 35 pages in length (including references) and conform to the style of the 7th edition of the Publication Manual of the American Psychological Association (APA). All copy should be typed, double-spaced, in Times New Roman 12-point font. Notes, references, tables should be included in the MS Word file at the end of the manuscript per APA style. Figures may be submitted as TIFF or JPEG images, although we can accept most other formats.
Manuscripts must include an abstract of no more than 100 words. Abstracts for empirical manuscripts should summarize the study’s purpose, research methods or approach, findings, and key conclusions. For non-empirical manuscripts, abstracts should summarize the key features of the manuscript, for example, the purpose, conceptual argument or model, and conclusions. Additionally, five key words or phrases should be listed after the abstract.
Manuscripts should include a cover sheet with the title, author’s name, address, phone number, fax number, and e-mail address, along with a brief biographical statement (2-3 sentences). If the article was authored by more than one person, co-authors’ names, e-mail addresses, phone numbers, and biographical statements should also be included. To assure blind review, the author’s name or identifying information should NOT appear in headers, footers, reference list, or citations throughout the manuscript. Information in the text or reference list that would identify the author should be replaced with the word “Author” in lieu of the author’s name or identifying information.
Originality of Manuscript
Manuscripts submitted for consideration must be the original work of the submitting author(s), must not be previously published in any form – print or on-line, and must not be under consideration for publication elsewhere.
Submitting authors should ensure that the primary focus of the paper is within the aims and scope of JRLE and compose the paper with the inclusion of cited works from previous issues of JRLE. This will help to ensure that the topic is in alignment with the broader education leadership literature and of interest to the JRLE readership.
Pedagogy and Practice Submissions
In 2015, co-editors Gordon Gates and Sharon Kruse introduced the Pedagogy and Practice feature to the Journal of Research on Leadership Education (JRLE). Its introduction included a description of its intended design and focus:
Pedagogy and practice is designed as a venue for submissions that provide original and authentic links between pedagogy and practice that are likely to be of interest to readers who teach in leadership preparation programs. We invite authors to submit manuscripts that address (a) how a teaching/learning activity might be structured within the classroom and/or (b) documentation of utility including dis- cussion of student learning outcomes that were achieved by participation in a particular activity. (p. 226)
The purpose of the pedagogy and practice feature is also to understand a variety of evidence-based approaches to leadership education. This typically encompasses the inclusion of theoretical frameworks or theories of practice that include attitudes, knowledge, and skills regarding leadership education (Rosch, Anthony, Guthrie, & Osteen, 2012). It is our intention that the pedagogy and practice manuscripts expand the literature on effective leadership program practices. We welcome a variety of empirically based practices at a variety of learning levels (e.g., individual, system, etc.)
Gordon, G., & Kruse, S. (2015). Pedagogy and Practice. Journal of Research on Leadership Education, 10(3), 226. doi: 10.1177/1942775115623392.
Manuscripts are reviewed initially by the JRLE editorial team and, if approved, are sent out for blind review to a minimum of three reviewers. Authors of all reviewed manuscripts will receive copies of the anonymous comments of our reviewers.
Reviewers for Original Manuscripts will use the following rubric: journals.sagepub.com/pb-assets/cmscontent/JRL/Original Manuscript Reviewer Rubric.pdf
Reviewers for Pedagogy and Practice Manuscripts will use the following rubric: journals.sagepub.com/pb-assets/cmscontent/JRL/Pedagogy and Practice Reviewer Rubric.pdf
If you are asked to provide the names of a peer who could be called upon to review your manuscript, please note that reviewers should be experts in their fields and should be able to provide an objective assessment of the manuscript. Please be aware of any conflicts of interest when recommending reviewers. Examples of conflicts of interest include (but are not limited to) the below:
• The reviewer should have no prior knowledge of your submission
• The reviewer should not have recently collaborated with any of the authors
• Reviewer nominees from the same institution as any of the authors are not permitted
Please note that the journal’s editors are not obliged to invite any recommended/opposed reviewers to assess your manuscript.
Special Issue Proposals
Due to the high volume of requests, we are fully committed to special issues through 2021. This means that JRLE will no longer be able to accept special issue proposals during its tenure at the University of Houston. Special issue proposal submissions will resume once the journal has transitioned to a new location and editorial team in June 2021
Call for Reviewers
If you are interested in reviewing manuscripts for the Journal of Research on Leadership Education (JRLE), please contact the Managing Editor at email@example.com.
JRLE editors are committed to following ethical practices for journal publications derived from the Committee on Publication Ethics (COPE) (publicationethics.org). These ethical practices include assuring that:
- Article submissions undergo timely, unbiased, peer review by qualified reviewers
- Reviewers provide constructive, useful feedback to authors
- Article submissions remain confidential while under review
- Published research follows ethical research practices
- Article submissions authored or co-authored by JRLE editors or members of the Editorial Board undergo objective review
- Editors respond in a timely and respectful way to author inquiries or appeals of editorial decisions
- Editors follow COPE guidelines and flowcharts in cases of suspected plagiarism or disputed authorship
- JRLE publishes corrections, clarifications, and retractions when needed
If you or your funder wishes your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self/author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.
As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
For more information, please refer to the SAGE Manuscript Submission Guidelines.