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"The key is not spending time, but investing it," says Stephen Covey. This issue will look at the multifaceted topic of time in schools—how it influences educators' practice and the way schools are structured, and how education leaders can use it more effectively. We'll highlight time-management strategies to help educators become better organized and achieve work-life balance, and we'll explore ways schools can make time for what matters—by maximizing instructional time, prioritizing teacher planning and collaboration, adjusting the master schedule, minimizing "busy work," rethinking school start times, reconfiguring the school year, and more.
Deadline: CLOSED
Grading reform has become a growing priority in K–12 education, one that is closely tied to equity and instructional policy. This issue will delve into models and practices designed to make grading more accurate and meaningful, with a particular focus on the shift to standards-based grading. Additional topics to be considered include grading alignment and fairness, assessment and progress monitoring improvements, homework changes, and report card redesign; the overall focus will be on grading for learning and to better support student growth. The issue will explore philosophical and pedagogical reasoning behind grading shifts, as well as practical implications and best practices for implementation.
Trauma and adverse childhood experiences are increasingly common for today's students—and awareness is growing about how they can affect a young person's life, outlook, and ability to learn. This reality can be heart-wrenching for educators and presents significant challenges for schools. How can educators be more responsive to the needs of students suffering from trauma? This issue will highlight new research and findings on developmental trauma and learning, explore approaches for accommodating and supporting affected students (in instruction, discipline, relationship-building, and assessment), and call attention to common practices and policies that exacerbate problems. We'll also look at self-care steps for teachers working with these students.
Is it true that everything you needed to know about life you learned in kindergarten? Maybe not, but research indicates that a high-quality education in the first few years of school can increase children's success in reading, writing, and math; close achievement gaps; and set the foundation for healthy and engaged citizenship. This issue will delve into best practices and new ideas for supporting early elementary students (K–3) in developing the academic and social-emotional skills they'll need to thrive in later grades—and in their lives.
Submit a manuscript for this issue.
Deadline: June 1, 2020
The majority of U.S. teachers report that their work is "always" or "often" stressful. Many are also vulnerable to secondhand trauma and compassion fatigue. Recognizing these as urgent issues in K–12 education, this issue will highlight ideas and programs for promoting teacher well-being and mental health and explore ways schools can provide better supports to help stave off burnout, depression, and anxiety. Educator mental health need not be the "elephant in the classroom" any longer.
Deadline: July 1, 2020
Educators have no shortage of professional development offerings, but do they always have a lasting effect in the classroom or on school leadership? This issue will explore how and why effective PD works, highlighting successful programs as well as the science of adult learning and knowledge transfer. It will also provide tips and ideas for creating and facilitating effective PD sessions and look at how school leaders can build thriving cultures of professional learning.
Deadline: September 1, 2020
Maya Angelou once said, "Do the best you can until you know better. Then when you know better, do better." We know what the data say about inequities in education—now we need to do better. But how do educators actually change their practices to be more equitable? This issue will unpack how biases and legacy policies can shape everything from pedagogy to curriculum to assessments to relationships and expectations—and offer real and practical ways to take action at the school and classroom level. A central focus will be on identifying strategic steps to improving learning opportunities and support for all students.
Deadline: October 1, 2020
If it's true, as Simon Sinek says, that leadership is a way of thinking and a way of acting, what do effective school principals look like in action—and how do they get that way? What training, system supports, and school structures help principals feel empowered, capable of leading schoolwide instruction, and equipped to create thriving learning environments? This issue will look at ways to strengthen school leadership pipelines, build capacity, and support principals at all career stages. We welcome stories about or by successful school leaders describing their development and their professional needs.
Deadline: November 2, 2020
Everyone wants to see evidence-based practices in schools. But how can educators and scholars do a better job of translating research findings into classroom instruction and school decision making? This issue will highlight effective ways to bridge education research and practice, exploring promising models and opportunities to address knowledge gaps, identify relevant findings, and integrate best practices in schools. Possible topics to be explored include teacher research, professional-development initiatives, school and higher education partnerships, and technology-based solutions to the gap between research and practice.
Deadline: December 1, 2020
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