Educational Administration Quarterly
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Educational Administration Quarterly

The Journal of Leadership for Effective & Equitable Organizations
2015 Impact Factor: 1.118
2015 Ranking: 82/230 in Education & Educational Research
2016 Release of Journal Citation Reports, Source: 2015 Web of Science Data
Published in Association with the University Council for Educational Administration

Editor
Casey D. Cobb University of Connecticut


eISSN: 15523519 | ISSN: 0013161X | Current volume: 52 | Current issue: 4 Frequency: 5 Times/Year

Educational Administration Quarterly (EAQ) publishes prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. The journal embraces traditional and emergent research paradigms, methods, and issues. The journal particularly promotes the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.

The goal of the editorial team and the journal’s editorial board is to promote sound scholarship and a clear and continuing dialogue among scholars and practitioners from a broad spectrum of education.

In recognition of scholarly contributions for each volume year of EAQ, the University Council for Educational Administration bestows the annual William J. Davis Award to the author(s) of the most outstanding article published in EAQ during the preceding volume year.

Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues facing educational organizations. As an editorial team, we embrace traditional and emergent theoretical frameworks, research methods, and topics. We particularly promote the publication of rigorous and relevant scholarly work with utility for educational policy, practice, and research.

The journal’s primary focus is on studies of educational leadership, organizations, leadership development, and policy as they relate to elementary and secondary levels of education. Examinations of leadership and policy that fall outside K-12 are considered insofar as there are meaningful connections to the K-12 arena (e.g., college pipeline). International comparative investigations are welcome to the extent they have implications for a broad audience.

Educational Administration Quarterly honors

  • expanded views and sources of educational leadership, including beyond the individual as leader;
  • multiple purposes and outcomes of educational leadership (e.g., instructional, managerial, democratic, inclusive, social justice);
  • diverse analytical/theoretical lenses (e.g., organizational, sociological, sociocultural, distributed, critical)

As examples, the editorial team encourages manuscripts that

  • address the influence of leadership and policy on educational practice and outcomes
  • address the impact of diverse forms of leadership preparation and development
  • consider how the organizational structure of districts and schools impacts leadership and improvement processes
  • enrich our understanding of schools as agents of social change
  • examine educational environments that promote equity and social justice for students and faculty
Editorial Board
Curt Adams University of Oklahoma
Karen Stansberry Beard Miami University
Alex Bowers University of Texas at San Antonio
Dana E. Christman New Mexico State University
Shelby Cosner University of Illinois at Chicago
Alan J. Daly Department of Education Studies, UCSD, USA
Sara Dexter University of Virginia, USA
Chris Dunbar Michigan State University, USA
Andrea Evans Southern Illinois University Carbondale
Gail Furman Washington State University, USA
David Garcia Arizona State University, USA
Roger Goddard Ohio State University
Sonya Horsford University of Nevada, Las Vegas, USA
Eric Houck University of North Carolina, Chapel Hill, USA
Kimberly Kappler-Hewitt University of North Carolina, Greensboro
Benjamin M. Kelcey University of Cincinnati, USA
Ted Kowalski University of Dayton, USA
Ross Larsen University of Virginia
Yongmei Li University of Utah, USA
Janie Lindle Clemson University, USA
Christopher Lubienski University of Illinois at Urbana-Champaign, USA
Jacky Lumby University of Southampton
Joanne Marshall Iowa State University, USA
Matthew C. Militello North Carolina State University, USA
Robert Miller Independent Consultant
Carol Mullen Virginia Tech
Elizabeth Murakami-Ramalho University of Texas, San Antonio
Sarah W. Nelson Texas State University, USA
Ann O’Doherty University of Washington
Michael Owens Wayne State University
Samantha Paredes Scribner Indiana University
April Peters University of Georgia
Donald J. Peurach University of Michigan, School of Education
Morgan Polikoff University of Southern California
Rick Reitzug University of North Carolina, Greensboro
Viviane Robinson University of Auckland, New Zealand
Cristobal Rodriguez New Mexico State University
Gloria M. Rodriguez University of California, Davis, USA
Mariela Rodriguez University of Texas - San Antonio, USA
Serena Salloum Ball State University, USA
Veronica Santelices Catholic University of Chile, Chile
James Joseph Scheurich Indiana University - Purdue University, Indianapolis, USA
Janelle Scott University of California, Berkeley, USA
Peter Sleegers BMC Consulting
Howard Stevenson University of Lincoln
Jonathan Supovitz Penn GSE
George Theoharis Syracuse University, USA
Chezare Warren Michigan State University
Alexander Wiseman Lehigh University
Associate Editors
Aarti P. Bellara, Ph.D. University of Connecticut, USA
Morgaen Donaldson University of Connecticut
Rachel Gabriel University of Connecticut, USA
Preston Green University of Connecticut
Eric Haas Senior Research Associate, WestEd
Kimberly LeChasseur University of Connecticut
Melinda Mangin Rutgers University
Anysia Mayer California State University — Stanislaus
Terry Orr Bank Street College
Richard Schwab University of Connecticut
Larisa Warhol Consultant
Jennie Weiner University of Connecticut
Anjale Welton University of Illinois at Urbana-Champaign
Sarah Woulfin University of Connecticut
Managing Editor
  • Abstract Journal of the Educational Resources Information Center (ERIC)
  • EBSCO: Educational Administration Abstracts
  • ERIC Current Index to Journals in Education (CIJE)
  • Educational Research Abstracts Online (T&F)
  • International Bibliography of Periodical Literature on the Humanities and Social Sciences (IBZ)
  • NISC
  • ProQuest Education Complete
  • ProQuest Education Journals
  • Scopus
  • Social SciSearch
  • Social Sciences Citation Index (Web of Science)
  • Thomson Reuters: Current Contents - Physical, Chemical & Earth Sciences
  • Wilson Education Index/Abstracts
  • Educational Administration Quarterly (EAQ) uses an electronic submission and review process. Manuscripts should be submitted at http://mc.manuscriptcentral.com/eaq, where authors will be required to set up an online account in the SAGETRACK system powered by ScholarOne.

    Ordinarily, manuscripts should be 25 to 40 pages in length. All tables should be included in the electronic file. Figures may be submitted in separate electronic files, preferably as TIFF or JPEG images, although we can accept most other formats. Figures must be of sufficient resolution for high-end printing: 1200 dpi for line art, 300 dpi for grayscale, and 600 dpi for color.

    Manuscripts should follow the style of the 6th edition of the Publication Manual of the American Psychological Association (APA), including organization and structure, formatting of references, tables and figures, and all other APA formatting concerns. Authors should review the section in the manual on Self-Plagiarism. All copy should be typed, double-spaced in Times New Roman 12-point font with notes, references, tables, and figures appearing at the end of the manuscript per APA style. Manuscripts that do not adhere to all components of APA style will not be sent out for review. Please ensure that hyperlinks (e.g., http://eaq.sagepub.com/) and digital object identifier (doi) numbers in the manuscript are activated and correct.

    Finally, manuscripts that clearly do not meet standards for scholarship or are not consistent with the mission of the journal (please see Aims & Scope) will not be sent out for review. For empirical submissions, please consult the American Educational Research Association’s (AERA) Standards for Reporting on Empirical Social Science Research (?http://www.sagepub.com/upm-data/13127_Standards_from_AERA.pdf). The American Psychological Association’s Reporting Standards for Research in Psychology may also be useful (http://www.apa.org/pubs/authors/jars.pdf). For conceptual papers, we encourage authors to consult AERA’s Standards for Reporting on Humanities-Oriented Research (http://www.aera.net/Portals/38/docs/481-486_09EDR09.pdf) and Watts (2011) (see Watts, R. E. (2011). Developing a conceptual article for publication in counseling journals. Journal of Counseling & Development, 89(3), 308-312.)

    Structured Abstract
    Each manuscript should include a structured abstract, similar to those described by Mosteller, Nave, and Miech in the January/February 2004 Educational Researcher Commentary, “Why We Need a Structured Abstract in Education Research." The structured abstract for empirical manuscripts should include very brief subheaded sections such as Purpose, Research Methods/Approach (e.g., Setting, Participants, Research Design, Data Collection, and Analysis), Findings, and Implications for Research and Practice. Nonempirical or conceptual manuscripts should use subheads appropriate to the conceptual argument or position promoted or discussed (e.g., Purpose, Proposed Conceptual Argument or Model, Implications). Including section heads, abstracts should not exceed 250 words. Additionally, five key words or phrases should appear after the abstract along with an indication of the type of article (e.g., empirical paper, conceptual paper).

    Author Identification
    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, coauthors’ names, e-mail addresses, phone numbers, and biographical statements should also be included. However, to ensure appropriate blind review, the author’s name or identifying information should NOT appear in headers, footers, reference list, or other portions of the manuscript text; instead, author self-citation should be indicated by (Author, year) in the text. References should similarly list (Author, year) and exclude title, publisher, etc., to ensure blind review.

    From the Field Submissions
    In addition to its regular blind-refereed empirical or conceptual manuscripts, the EAQ editorial staff reviews and accepts other work for inclusion in the From the Field section of the journal. From the field submissions should be brief and feature research in progress, significant research dissemination efforts, research utilization and may include highlights of award-winning dissertations.

    Originality of Manuscript
    Manuscripts submitted for consideration must be the original work of the submitting authors, not be previously published in any form - print or online - and be submitted only to the journal. Referees evaluate submitted manuscripts anonymously.

    Assistance with English Language Submissions
    Authors interested in refining the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at http://www.sagepub.com/journalgateway/engLang.htm.

    Please be aware that SAGE has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.

    SPECIAL THEME ISSUES

    From time to time, EAQ may publish issues dedicated to specific topics and/or themes deemed timely and significant to the field of educational leadership. Those interested in proposing a special theme issue of EAQ should first contact the editor, Casey Cobb at: casey.cobb@uconn.edu. Final decisions on special issue proposals are subject to the review of the EAQ editor and editorial team. Note: The new editorial team that began in May 2013 will not be accepting unsolicited special issues for the first year of its tenure. This policy, along with others established by this editorial team, will be re-evaluated annually.

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