You are here

Journal of Cases in Educational Leadership

Journal of Cases in Educational Leadership

Published in cooperation with the University Council for Educational Administration

Editor
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: 21 | 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.

Associate Editor
Tanetha Grosland University of South Florida, USA
Laura Trujillo-Jenks Texas Woman’s University, USA
Managing Editor
David R. Fisher University of South Florida, USA
Board Members
Anika Anthony The Ohio State University, USA
Maysaa Barakat Florida Atlantic University, USA
Floyd D. Beachum Lehigh University, USA
Mohomodou Boncana Unversity of Virgin Islands, USA
Christa Boske Kent State University, USA
Monica Byrne-Jimenez Indiana University, USA
Bradley W. Carpenter University of Houston, USA
Gary M. Crow Indiana University, USA
Katherine Curry Oklahoma State University, USA
Janet R. Decker Indiana University, USA
David E. DeMatthews University of Texas at Austin, USA
Bob Donmoyer University of San Diego, USA
Karen Dunlap Texas Woman's University, USA
Scott Ferrin Brigham Young University, USA
Marytza Gawlek Florida State University, USA
Frank Hernandez Southern Methodist University, USA
Liz Hollingworth University of Iowa, USA
Patrick M. Jenlink Stephen F. Austin State University, USA
Lisa Kensler Auburn University, USA
Angeliki Lazaridou University of Thessaly, Greece
Ann Lopez University of Toronto, Canada
Catherine A. Lugg Rutgers University, USA
Hollie Mackey University of Oklahoma, USA
Katherine C. Mansfield Virginia Commonwealth University, USA
Melissa Martinez Texas State University, USA
Pat Maslin-Ostrowski Florida Atlantic University, USA
Erica Mohan Education Consultant
Michael P. O'Malley Texas State University, USA
Maricela Oliva University of Texas, San Antonio, USA
Cynthia Reed Northern Kentucky University, USA
Latish C. Reed University of Wisconsin-Milwaukee, USA
Mariela A. Rodriguez University of Texas at San Antonio, USA
Ricardo Rosa University of Massachusetts Dartmouth, USA
Karen Sanzo Old Dominion University, USA
Martin Scanlan Boston College, USA
James Joseph Scheurich Indiana University - Purdue University, Indianapolis, USA
Fat Hee Tie University of Malaya, Malaysia
Charles Vanover University of South Florida, St. Petersburg, USA
Terah Venzant Chambers Michigan State University, USA
Terri Watson The City College of New York, USA
Chris Willis Bowling Green State University, USA
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: https://mc.manuscriptcentral.com/jcel

    Resources to Assist Authors

    We suggest that all potential authors become familiar with JCEL case study formats by reviewing articles already published in the journal. Articles published in JCEL are pedagogical cases, NOT empirical case studies.  Please read the following articles before submitting in order to help ensure your manuscript fits the aims and scope of JCEL.

    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. "Balancing Communities, Cultures, and Conflict: Lessons Learned From the East Ramapo School District Legal" by P. Ober and J. Decker (2016).

     

    In addition, please review recent Paula Sliver Award Winning Cases:

    5. “Talk about a Racial Eclipse: Narratives of Institutional Evasion in an Urban School--University Partnerships by J. Phelps Moultrie, P. A. Magee, & S. M. Paredes Scribner (2017).

    6. “A balancing act: School budgeting and resource allocation on a new dual language campus.” by D. S. Knight, E. Izquierdo, & D. DeMatthews (2016).

    7. “When Police Intervene: Race, Gender, and Discipline of Black Male Students at an Urban High School” by D. Hines (2015).

     

    General Instructions

    Submitted manuscripts will undergo internal and external review. Manuscripts will be subject to initial editor screening to determine if the manuscript format 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

    A good teaching case is full of ambiguity. The central problem of a case should not be apparent or easy to identify. On the contrary, there may be a multitude of problems, with some being more important than others. Case discussants should be presented with enough ambiguity that it is not apparent how a problem should be solved or even what the central problem really is. A case teacher will know that a classroom discussion of a case was successful when students present conflicting solutions to a case’s central problem or disagree in their identification of the case’s core issues.

    Complexity

    Good teaching cases are complex. All of us have read case studies in which the problem presented is so simple or the case characters are so stereotypical that there is very little to analyze or discuss. Complexity has become a major feature of contemporary educational leadership practice, and effective leaders learn to respond to this complexity by using multiple perspectives, understanding ambiguity, and thinking in more fluid, rather than static, ways.

    Context

    All cases describe a unique setting—typically a school, a university, or a workplace. A good case provides the reader with rich contextual details—information about the organizational setting, the characters, and the community or relevant larger environment. Other contextual details may be important as well: the legal climate, political themes, cultural norms, and historical information, for example.

    Relevance

    Above all, a good teaching case presents an important problem with broad implications that applies to the case discussants.

    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:

    • The recommended length of the combined cases, teaching notes, and references is between 15-20 double-spaced pages or 3500-5000 words.
    • Text Sections: All sections should be typed in Times New Roman font (12 pt) with page numbers centered at the bottom of the page. Sections typically include:
      • 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.
      • Teaching Case Narrative:  Include the elements described above: ambiguity, complexity, context, and relevance.
      • Teaching Notes: Include "Teaching Notes" that situate the case in relevant literature
      • Classroom Activities and Discussion Questions: Provide ideas for activities and prompts for discussion
    • References: Provide contemporary references tightly coupled to the case and teaching notes. 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's name and institutional affiliation.

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

     

    Figures

    Use and submission of figures should be as follows:

    · 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.

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

    · Photographs should be submitted as GIF or JPEG files.

     

    Video Embedded Cases

     

    The JCEL editorial staff invites submissions that utilize video simulations to enhance case content or teaching notes. The same review criteria currently in place for text-only cases also apply to video enhanced cases. The use of embedded videos typically requires consent of participants. Questions may be addressed to the managing editor: drfisher@usf.edu

     

    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 above.

    **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 David Fisher, drfishe2@usf.edu.

    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 http://languageservices.sagepub.com/en/

    For more information, please refer to the SAGE Manuscript Submission Guidelines

    Individual Subscription, E-access


    Institutional Backfile Purchase, E-access (Content through 1998)


    Institutional Subscription, E-access


    Institutional Subscription & Backfile Lease, E-access Plus Backfile (All Online Content)