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
|Curt Adams||University of Oklahoma, USA|
|Karen Stansberry Beard||The Ohio State University, USA|
|Alex Bowers||Teachers College, Columbia University, USA|
|Dana E. Christman||New Mexico State University, USA|
|Shelby Cosner||University of Illinois at Chicago, USA|
|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, USA|
|Gail Furman||Washington State University, USA|
|David Garcia||Arizona State University, USA|
|Roger Goddard||Ohio State University, USA|
|Sonya Horsford||Teachers College, Columbia University, USA|
|Eric Houck||University of North Carolina, Chapel Hill, USA|
|Kimberly Kappler-Hewitt||University of North Carolina, Greensboro, USA|
|Benjamin M. Kelcey||University of Cincinnati, USA|
|Ted Kowalski||University of Dayton, USA|
|Ross Larsen||Brigham Young University, USA|
|Yongmei Li||University of Utah, USA|
|Janie Lindle||Clemson University, USA|
|Christopher Lubienski||Indiana University, USA|
|Jacky Lumby||University of Southampton, UK|
|Joanne Marshall||Iowa State University, USA|
|Matthew C. Militello||North Carolina State University, USA|
|Robert Miller||Independent Consultant|
|Carol Mullen||Virginia Tech, USA|
|Elizabeth Murakami-Ramalho||University of Texas, San Antonio, USA|
|Sarah W. Nelson||Texas State University, USA|
|Michael P. O'Malley||Texas State University, USA|
|Ann O’Doherty||University of Washington, USA|
|Michael Owens||Wayne State University, USA|
|Samantha Paredes Scribner||Indiana University, USA|
|April Peters||University of Houston, USA|
|Donald J. Peurach||University of Michigan, School of Education, USA|
|Morgan Polikoff||University of Southern California, Rossier School of Education, USA|
|Rick Reitzug||University of North Carolina, Greensboro, USA|
|Viviane Robinson||University of Auckland, New Zealand|
|Cristobal Rodriguez||New Mexico State University, USA|
|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, India|
|Howard Stevenson||University of Nottingham, UK|
|Jonathan Supovitz||Penn GSE, USA|
|George Theoharis||Syracuse University, USA|
|Chezare Warren||Michigan State University, USA|
|Alexander Wiseman||Lehigh University, USA|
|Erica Fernández||University of Connecticut, USA|
|Aarti P. Bellara, Ph.D.||University of Connecticut, USA|
|Morgaen Donaldson||University of Connecticut, USA|
|Rachel Gabriel||University of Connecticut, USA|
|Eric Haas||California State Polytechnic University, Pomona, USA|
|Kimberly LeChasseur||University of Connecticut, USA|
|Melinda Mangin||Rutgers University, USA|
|Anysia Mayer||California State University — Stanislaus, USA|
|Terry Orr||Bank Street College, USA|
|Jennie Weiner||University of Connecticut, USA|
|Anjale Welton||University of Illinois at Urbana-Champaign, USA|
|Sarah Woulfin||University of Connecticut, USA|
|Patricia Virella||University of Connecticut, USA|
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, inclusive of references, tables, and figures. 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.)
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).
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: firstname.lastname@example.org. 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.
For more information, please refer to the SAGE Manuscript Submission Guidelines.