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 two types of articles: (1) Theoretical/Empirical Articles and (2) Provocateur Pieces.
Theoretical/Empirical Articles contain a wide range of topics related to the discipline spanning all levels of instruction. The focus of the journal has historically been on the education and development of secondary teachers of English. However, in keeping with the field’s expanding notions of “English” and “literacy,” the journal supports scholarship that dismantles and disrupts distinctions among prekindergarten/elementary/secondary/postsecondary contexts. Thus, researchers in related disciplines are encouraged to consider English Education as a venue as long as they can make a case for their work’s relevance to English teacher education. To this end, manuscripts that are multidisciplinary, multicultural, and/or intergenerational in their approach and authorship are welcomed.
Provocateur* Pieces are short works that challenge the status quo in both their form and content. They can be composed in a variety of modalities and should contain examples of, and ideas for, engaging in politics and activism. Because these pieces should stand apart from the theoretical/empirical pieces featured in a given issue, genres other than conventional essays are favored. The journal aims to support and elevate the beleaguered and embattled teachers and teacher educators it serves via this creative and cathartic outlet.
(*The term provocateur has its origin in then-NCTE President Sandy Hayes’s welcome to the CEE 2013 Summer Conference, during which she shared her wish that she could swap the “troublemaker” label she had been given for her name badge at the International Society for Technology in Education conference the month before with NCTE Executive Director Kent Williamson’s, who was fittingly labeled “provocateur.” We can think of no better inspiration than Kent for this section.)
Please direct inquiries about submissions to the editor, Tara Star Johnson, at EngEd@ncte.org.
General Submission Guidelines
First-time contributors would do well to consult Ellen Cushman and Mary Juzwik’s suggestions as written in their editors’ introduction to their inaugural issue of Research in the Teaching of English—see “Ten Tips for First-Time RTE Authors” on the RTE website.
Manuscript Length: Manuscripts should be no longer than 40 pages in length, inclusive of tables, figures, and references, and should be written in Times New Roman 12 pt. font or equivalent. Manuscripts must be double-spaced with 1″ margins, follow the APA 6th Edition style guide, and be consistent with the NCTE Statement on Gender and Language. The only APA rule that should be broken with initial submissions is to include tables and figures in the text (rather than appended at the end) to ease reviewers’ reading. Footnotes, if used, must be converted to endnotes before manuscripts can be published.
References to author: To ensure impartial review, information that identifies the author should not appear in the manuscript. Be sure that no titular references of your own work are included in the manuscript. 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 (Author, year). Below is an example:
Appleman, D. (2009). Critical encounters in high school English: Teaching literary theory to adolescents (2nd ed.). New York and Urbana, IL: Teachers College Press and National Council of Teachers of English.
Blau, S. (2003). The literature workshop. Portsmouth, NH: Heinemann.
Length: Pieces in textual or multigenre format should be no more than 10 pages in length, inclusive of tables, figures, graphics, and references; text should be written in Times New Roman 12 pt. font or equivalent, be double-spaced with 1″ margins, and follow the APA 6th Edition style guide. To ensure impartial review, information that identifies the author should not appear in the manuscript. Follow the guidelines above for referencing yourself.
Manuscripts that are sent out for external review will typically be reviewed by three scholars with expertise in the field and possibly a fourth reviewer who is a graduate student of literacy/English education. The editor will normally reach a decision about a manuscript within three months of submission. English Education typically publishes around 10 percent of the manuscripts it receives each year. All manuscripts should be submitted electronically via our Web-based manuscript submission and review system, Editorial Manager. First-time users will be asked to register. If a paper has more than a single author, the person submitting the manuscript needs to identify as the corresponding author and add other authors who are not yet in the system. Once logged in to the system, follow the instructions to upload your submission. Be sure to designate which type of article you are submitting (Theoretical/Empirical Articles or Provocateur Pieces).
When evaluating theoretical/empirical articles for publication in EE, reviewers consider the following dimensions:
- Significance/relevance to English teacher education/teacher learning
- Theoretical/conceptual framework (connections to relevant research/scholarship)
- Methods (if manuscript is an empirical study)
- Appropriateness to questions
- Adequate description of methods (including data collection and analysis)
- Rigor of method
- Findings/conclusions are literature- or data-based
- Overall advancement and contribution to the field: Originality and innovativeness of the argument
- Writing style/composition/clarity
When evaluating Provocateur Pieces for publication in EE, reviewers consider the following dimensions:
- Provocative-ness: Challenges the status quo
- Political/activist orientation
- Clarity of purpose as related to English teacher education/teacher learning
- Creativity/aesthetics of design (if piece contains images or graphics)
Agreements and Permissions
Manuscripts submitted to EE should not have been previously published, nor should they include 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. Authors must secure permission to reprint tables or figures used in or adapted from another source.
Written permission from the copyright holder is required before EE can publish the material. The editor reserves the right to make editorial changes in any manuscript accepted for publication to enhance clarity, conciseness, 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.