Journal of Cases in Educational Leadership

Journal of Cases in Educational Leadership

Vonzell Agosto University of South Florida, USA
William R. Black University of South Florida, USA
Zorka Karanxha University of South Florida, USA

eISSN: 15554589| ISSN: 15554589|Current volume: 18|Current issue: 4 Frequency: Quarterly
The Journal of Cases in Educational Leadership (JCEL) publishes, in electronic format, peer-reviewed cases appropriate for use in educational leadership preparation efforts across the globe. Building on a long tradition the University Council for Education Administration (UCEA) sponsors this journal in an ongoing effort to improve the preparation and practice of educational leadership. The journal's editorial staff seeks a wide range of cases that focus on timely and/or enduring issues germane to educational leadership preparation.

The Journal of Cases in Educational Leadership (JCEL) publishes, in electronic format, peer-reviewed cases appropriate for use in educational leadership preparation efforts across the globe. The cases provide a narrative and teaching notes with the aim being to prompt rich discussion and inquiry about issues pertinent to educational leadership across global contexts. We encourage cases that are supported by digital media or other creative forms of expression.

Managing Editor
Sean L. Dickerson University of South Florida
Board Members
Bassel Akar Norte Dame University in Lebanon
Anika Anthony The Ohio State University, USA
Margaret Barber University of Utah, USA
Bruce Barnett University of Northern Colorado - Greeley, Colorado
Floyd D. Beachum Lehigh University
Mohomodou Boncana Georgia Southern University
Christa Boske Kent State University, USA
Monica Byrne-Jimenez Hofstra University
Bradley W. Carpenter University of Louisville
Gary M. Crow Indiana University, USA
Bob Donmoyer University of San Diego
Karen Dunlap Texas Woman's University
Scott Ferrin Brigham Young University
Mark A. Gooden University of Texas, Austin
Frank Hernandez University of Texas of the Permian Basin
Liz Hollingworth University of Iowa, USA
Lisa Kensler Auburn University, USA
Angeliki Lazaridou University of Thessaly, Greece
Jane Lindle Clemson University
Catherine A. Lugg Rutgers University
Katherine C. Mansfield Virginia Commonwealth University, USA
Pat Maslin-Ostrowski Florida Atlantic University
Carlos McCray Fordham University
Kerry Brian Melear University of Mississippi
Zulma Mendez El Colegio de Chihuahua
Erica Mohan Education Consultant
Cynthia Reed Northern Kentucky University
Latish C. Reed University of Wisconsin - Milwaukie
Rick Reitzug University of North Carolina, Greensboro
Mariela A. Rodriguez University of Texas at San Antonio
Ricardo Rosa University of Massachusetts Dartmouth, USA
Karen Sanzo Old Dominion University, USA
James Joseph Scheurich Indiana University - Purdue University, Indianapolis, USA
Alan R. Shoho University of Texas, San Antonio
Valerie Storey University of Central Florida
Fat Hee Tie University of Malaya
Terah Venzant Chambers Michigan State University
Chris Willis Bowling Green State University
Michelle D. Young UCEA
  • EBSCO: Educational Administration Abstracts
  • ERIC (Education Resources Information Center)
  • NISC
  • JCEL Submission Guidelines

    All manuscripts for JCEL should be submitted electronically at:

    Resources to Assist Authors

    1. "The Elements of a Good Case" by R. Fossey & G. M. Crow (2011)
    2. "Writing the Undisguised Case" by R. Fossey & S. Glover (2006).
    3. “Using JCEL Case Studies to Meet ELCC Standards” by L. Bass, G. Garn, & L. Monroe (2011).
    4. “When Hispanic Students Are Not Expected to Succeed A Successful Principal’s Experience” by E. T. Murakami, E. Garza, and B. Merchant (2012).

    English Language Services

    Authors who want to refine the use of English in their manuscripts might consider utilizing the services of SAGE Language Services, which provides editing services to authors. SAGE Language Services specializes in editing and correcting English-language manuscripts written by authors with a primary language other than English. For more information, please visit

    General Instructions

    Submitted manuscripts will undergo internal and external review. Manuscripts will be subject to initial editor screening to determine if the manuscript format (see below) is appropriate and content is promising. Once a manuscript successfully passes internal review, cases will then be subject to double blind peer review. As is customary in most scholarly publications, authors should be prepared to work with the editorial staff in revising manuscripts in accordance with editorial policy.

    Cases are reviewed in consideration of the following elements: ambiguity, complexity, relevance, and richness. In practice these elements can be made evident when authors of a case:

    · Focuses on pertinent and timely issues of educational leadership.

    · Indicates its relevance to graduate students preparing for educational leadership roles and for educational professionals currently in these roles.

    · Is useful in graduate teaching environments.

    · Presents a practical and realistic problem that requires the integration of knowledge within and/or across disciplines.

    · Stimulates self-directed learning by encouraging students to generate questions and access new knowledge.

    · Provides the description of a problem that can sustain student discussion of alternative solutions.

    · Describes the context in a rich fashion, including the individuals in the case.

    · Encourages the clarification of personal and professional values and beliefs.

    · Authenticates the connection of theory to practice.

    · Includes teaching notes that facilitate the use of the case for leadership development.

    · Is clearly written with specific objectives.

    Preparation of Manuscripts

    All case submissions should be divided into two documents.

    MAIN DOCUMENT: The main document should have all identifying information removed (no author or biographical information), but the following information should be included:

    · Title: Include a descriptive title.

    · Abstract: Include a short 100 word abstract describing the topic(s) of the case and a brief synopsis of the case.

    . The recommended length of the combined case and teaching notes is between 15-20 pages or 3500-5000 words.

    · Text Sections: All sections should be typed in Times Roman font (12 pt) with page numbers centered at the bottom of the page.

    · Teaching Notes: All cases should include one (1) page of "Teaching Notes" that outlines how the material might be used in professional preparation programs for educational leaders. Within the "Teaching Notes," authors should repeat the abstract that describes the topic(s) of the case and provides a brief synopsis of it.

    · References: References should follow the style in the sixth edition of the Publication Manual of the American Psychological Association.

    · ERIC Descriptors: Three (3) ERIC descriptors suitable for searching should be identified.

    SECOND DOCUMENT: The second document should include identifying information, namely:

    · Author Information Author's name and institutional affiliation.

    · Biographical Statement Authors should provide a brief (2-3 sentence) biographical statement.

    · Author Information Author's name and institutional affiliation

    Use and submission of figures should be as follows:

    · Tables Tables should be used only when they can present information more effectively than in running text. Care should be taken to insure that tables can be effectively presented in html, since articles will be in both html and adobe acrobat (pdf).

    · Illustrations Figures should be numbered in series. Symbols (open or closed circles, triangles, squares) and lettering must be clear when rendered in GIF or JPEG format. Please review all figures after converting to GIF or JPEG format to insure that they are readable.

    · Line drawings and graphs Original line drawings and graphs should be submitted as GIF or JPEG files.

    · Photographs Photographs should be submitted as GIF or JPEG files.

    Author's Warranty

    Authors must assign UCEA copyright of their cases to be published in JCEL and acknowledge that the case is an original work that has not been published elsewhere. UCEA grants its authors the right to republish their own cases wherever they wish, in any format, provided that they cite JCEL as the original source.

    Page Layout

    The page layout for the main document should follow the example below.
    **Note: Because excessive formatting can significantly delay conversion of a manuscript to the html and pdf formats in which the cases are electronically published, use of additional enhancements (headers, footers, automatic outlines, underlines, etc.) is discouraged unless these features are necessary to the content of the document. Authors with questions about formatting may contact Sean L. Dickerson,

    Page Layout Example



    This case was developed for use in a course on learning-centered leadership with a focus on supervision. Varied data are presented about the school, the district, the students, and the community. Students must analyze the data, identify inconsistencies . . .

    Case Narrative

    At a district meeting for principals and assistant principals this week, the Superintendent shared the current testing report. Highlights for RRMS are summarized below.

    Writing test results - grades 6 and 8
    State writing tests are scored on a scale of 1 to 4, with 1 indicating no proficiency, and 4 indicating strong proficiency. A score of 2.5 indicates acceptable performance. At RRMS, 41.8% of sixth graders and 59.0% of eighth graders scored equal to or better than...

    Teaching Notes

    This case was developed for use in a course on learning-centered leadership with a focus on supervision. Varied data are presented about the school, the district, the students, and the community. Students must analyze the data, identify inconsistencies, formulate additional questions and strategies for gaining additional information, and begin to develop a plan for working in a new leadership role to improve instruction and student performance. In their responses to the case, students are able to demonstrate their ability to: . . .


    Bass, L., Garn, G., & Monroe, L. (2011). Using JCEL Case Studies to Meet ELCC Standards. Journal of Cases in Educational Leadership, 14(1), 1-12

    Jacobson, S. (2012). Principal Leadership Sustaining and Deepening School Improvement in Low-Income Communities in North America. Journal of Cases in Educational Leadership, 15(3), 7-10.

    ERIC Descriptors

    instructional leadership
    instructional improvement
    instructional effectiveness


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