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How can schools move beyond conventional assessment approaches and develop more expansive methods that gauge both deep understanding of content and whole-child development? The question is particularly pressing in light of new criteria for student-progress measures under the federal Every Student Succeeds Act. This issue will explore how educators are rethinking "assessment." What key skills and dispositions—like persistence, critical thinking, self-regulation, and the ability to empathize and communicate with others—should schools be measuring? How can educators do a better job of measuring the skills and capabilities that employers say students will need? We welcome articles on international assessment models and alternative methods like performance-based assessments, digital portfolios, computer-adapted testing, and authentic presentations. Submissions looking at research on the potential of new assessment approaches, as well as implementation challenges, are also encouraged.
Deadline: CLOSED
You can tell as soon as you enter the school building—and even more when you go into the classrooms. Certain schools exhibit a positive energy that is instantly recognizable: Students are actively engaged, teachers are enthusiastic, administrators are making things happen, and parents are happily lingering. The mood is bright and welcoming. But how do schools get this way, and what effect does it have on student learning? This issue will explore how school leaders cultivate vibrant school cultures that combat initiative fatigue and maintain high staff morale despite the many, often conflicting, demands on schools today. Articles will examine critical aspects of school climate like communication, teacher hiring and support, collaboration, trust, community engagement, diversity, facilities, and curriculum—focusing on what levers leaders have to drive change, what resources they can turn to, and what common barriers exist. We welcome case studies on school-climate transformations, as well articles that delve into recent research on the relationship between school culture and academic progress.
According to NAEP results, only 27 percent of students perform at or above proficient levels in writing. And anecdotally, many teachers report that their students are weak in writing. This issue will explore strategies for effective writing instruction, focusing on the connections between writing, reading, and thinking. How can schools integrate meaningful writing opportunities across the curriculum? What are the most effective ways to motivate reluctant writers and support students who struggle with writing, including English language learners and students with disabilities? What are the promises and pitfalls of leveraging technology in the writing process? How can writing in different content areas and across genres enhance students' skills and academic growth? We're also seeking new strategies that help teachers assess student writing.
As Baby Boomers retire, the teacher workforce is changing dramatically—as are the instructional and professional demands on educators. This issue will look at how teacher-preparation initiatives are evolving to train the next generation of teachers. It will also explore how school leaders are leveraging and adapting to new models of teacher development and support. Key questions will include: What new approaches are teacher-preparation programs using to attract candidates and better prepare them for the realities of the classroom? What is the role of technology in changing how teacher training is delivered and organized? Are residency models viable alternatives to more traditional programs? What strategies attract diverse and academically select candidates? What roles can career-changer and grow-your-own programs play in school and district staffing strategies? And how can districts partner with teacher-prep programs to address shortages, particularly in high-need subjects and schools?
This digital-only issue seeks to shed greater light on the problem of educator burnout—and how to address it. Personal reflections welcome.
Deadline: March 1, 2018
Classroom management remains a central challenge—and opportunity—for educators. This issue will examine specific and big-picture approaches to improving classroom management, including how to build relationships and community, address both positive and problem behaviors, design conducive classroom spaces, and create supportive climates for learning and whole-child development.
Deadline: April 2, 2018
As we learn more about what drives and supports students, social-emotional learning (SEL) has become a growing area of interest in K–12 education. But what does SEL look like in real-life schools? How are educators and schools integrating SEL into the curriculum, and what changes does this involve in instructional practice and support? What impact does SEL have, and how are schools measuring it?
Deadline: May 1, 2018
This issue will explore the rise of job-embedded, teacher-led professional development—and the challenges and opportunities it presents to schools. We’ll look at how teachers are taking professional learning into their own hands through PLCs, Edcamps, microcredentialing, video study, and social media. What works in creating and supporting such practices in schools?
Deadline: June 1, 2018
The arts hold tremendous potential to foster students’ creativity, improve academic performance, and boost social-emotional development. This issue will explore how schools can bring visual arts, music, theater, dance, creative writing, and other arts into the content areas and use the arts to engage marginalized students.
Deadline: July 2, 2018
How does a school become a leader in innovation—one that takes advantage of advancements in digital technology in meaningful and fully integrated ways? This issue will explore how school leaders effectively implement new technology that deepens learning and better supports teachers.
Deadline: September 3, 2018
School leaders set the tone and direction for what happens in classrooms. How can they develop the skills, knowledge, and workload balance they need to understand teachers’ and students’ needs and effectively guide learning?
Deadline: October 1, 2018
As the nation marks the 65th anniversary of Brown v. Board of Education in 2019, this issue will examine race in America’s schools today. How can schools and educators work to fulfill the promise of Brown to dismantle segregation and inequity in education?
Deadline: November 1, 2018
The teenage years are unique, and today’s teens face new challenges as well as opportunities. This issue will explore how schools can work smarter to keep middle and high school students healthy, safe, engaged, supported, and challenged. What do today’s teens need most, in terms of both academic and social supports?
Deadline: December 3, 2018
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