The journal of English Language Arts Teacher Educators (ELATE)
English Education Submission Guidelines
English Education (published October, January, April, July) is the journal of the English Language Arts Teacher Educators (ELATE), formerly the Conference on English Education (CEE), a constituent organization of the National Council of Teachers of English (NCTE). ELATE serves those NCTE members who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction.
Tara Star Johnson’s term as editor will end with the July 2020 issue, and she has filled all remaining issues of her term, so we offer you these options:
1) Incoming editor Melanie Shoffner will begin reading submissions after September 1, 2019. If you don’t mind waiting until after that date, do nothing, and the new editor will be in touch once she has read your article.
2) If you’d rather not wait, you can choose to withdraw your article now and submit it elsewhere. Send a message to email@example.com letting us know that you’d like to withdraw your manuscript, and we’ll take care of it.
English Education publishes three types of articles: (1) research articles, (2) reflective essays, and (3) book reviews. Please direct inquiries about submissions to the incoming editor, Melanie Shoffner, at EnglishEd@ncte.org
Research articles are empirical or theoretical manuscripts that examine, elucidate, and expand our understandings of English language arts teacher education. The focus of the journal has historically been on the education and development of secondary teachers of ELA; while this remains the principal focus, manuscripts may address a wide range of topics spanning all levels of instruction that address the connections and intersections of ELA, literacy, and teacher education. Manuscripts that address related disciplines are also welcome as long as their relevance to ELA teacher education is clear.
(Re)Active Praxis manuscripts are reflective essays that examine our pedagogical efforts to engage in ELA teacher education—through coursework, with students and teachers, in personal and public spaces. Bearing in mind Dewey’s admonition from his 1933 book How We Think that “the person who really thinks learns quite as much from [their] failures as from [their] successes,” these solidly supported essays focus on how we maintain, enact, and advocate for our praxis as ELA teacher educators.
Book reviews are brief examinations of recently published works relevant to ELA teacher education. Reviews should include a summary of the book, notable strengths and limitations of the book, and implications for the discipline and the practice of ELA teacher education. NOTE: Book reviews will be published only as open-access works on the English Education website.
Manuscript Submission Guidelines
All manuscripts should be submitted via Editorial Manager, a Web-based manuscript submission and review system. First-time users will need to register with the system. If a manuscript has more than one author, the person submitting the manuscript should identify as the corresponding author and add additional authors. Once logged in to the system, follow the instructions to upload the manuscript and designate which type you are submitting: Research, (Re)Active Praxis, or Book Review.
Submitted manuscripts should be double-spaced, using Times New Roman 12 pt. font (or equivalent) with 1” margins. For all manuscripts, authors should follow the APA 6th Edition style guide and use language consistent with the NCTE Statement on Gender and Language.
To ensure impartial review, information that identifies the author should not appear in submitted manuscripts. All in-text references to the author should be formatted as (Author, year). In the reference section, the work should be placed alphabetically by the name Author and follow the same formatting of (Author, year).
Manuscripts submitted for review should be no more than 6,000 words, inclusive of references. For initial submission, manuscripts should include tables and figures in the text, rather than appended at the end, for ease of review. Endnotes, rather than footnotes, should be used, if required.
Manuscripts submitted for review should be no more than 2,000 words, inclusive of references. Although written in the first person, manuscripts should blind identifying author information (as noted above).
Manuscripts submitted for review should be no more than 600 words, exclusive of references. Note: Please contact the editor if you are interested in writing a book review prior to making a submission.
Manuscripts submitted to English Education should not have been previously published or included in previously published material. Manuscripts should not be under consideration for publication elsewhere. All reported data that involve human participants should be collected and analyzed under appropriate ethical standards.
First-time contributors may find useful Ellen Cushman and Mary Juzwik’s “Ten Tips for First-Time RTE Authors,” taken from their 2013 “Editors’ Introduction” in Research in the Teaching of English.
Manuscripts that are sent out for external review will typically be reviewed by three scholars with expertise in the field. The editor will normally reach a decision about a manuscript within three months of submission.
When evaluating research manuscripts for publication, EE reviewers consider the following dimensions:
- significance and relevance to ELA teacher education
- clarity of theoretical/conceptual framework
- connections to relevant research/scholarship
- adequacy of methods (if manuscript is an empirical study)
- appropriateness of questions
- description of data collection and analysis
- rigor of method
- support for findings/conclusions (whether literature- or data-based)
- overall advancement and contribution to the field
- originality and interest of the argument
- writing style/composition/clarity
When evaluating (Re)Active Praxis manuscripts for publication, EE reviewers consider the following dimensions:
- focus on pedagogical activities and actions in ELA teacher education
- reflective consideration
- support for conclusions (whether literature- or data-based)
- originality and interest of the conclusions
- writing style/composition/clarity
When evaluating book reviews for publication, EE reviewers consider the following dimensions:
- inclusion of the required components
- strengths and limitations
- implications for discipline and practice of ELA teacher education
- writing style/composition/clarity
Agreements and Permissions
Authors must submit an NCTE Consent to Publish form prior to publication in English Education. Written permission from the copyright holder is required before English Education can publish copyrighted material. Authors are responsible for securing permissions to reprint tables, figures, and/or images used in or adapted from other sources. Use of student work (e.g., writing, artwork) will also require written permission from the student. If student work is collected as part of an approved study, the following may be submitted in lieu of student permissions: a copy of IRB approval, a blank copy of participants’ consent form, and a brief statement attesting that all participants have signed the given consent form.
The editor reserves the right to make editorial changes in any manuscript accepted for publication to enhance clarity, conciseness, and/or style. Authors of accepted manuscripts will generally have five to ten days to respond to copy edits and page proofs. The editor’s decisions are final.