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Developing strong, enthusiastic readers is one of the central objectives of schools, and yet reading instruction is often beset by complex structural challenges, shifting resources, and competing priorities. This issue will look at effective practices for teaching reading and supporting student engagement in reading at all grade levels. What should school leaders and teachers know about the latest research on reading instruction and literacy development—and how does it translate into the classroom? What works for struggling readers? How can schools create and support stronger cultures of reading? How has literacy changed in the 21st century, and what challenges and opportunities do those changes present? At the secondary level, what works in fostering critical literacy and close-reading skills—and inspiring a passion for reading? How can school leaders prioritize immersive reading skills as a key element of whole child education?
Deadline: CLOSED
Giving students more say and control over their own education—as well as creating climates that foster student expression—has become a growing priority in K–12 education, intersecting with personalized and student-centered learning movements. But what does this look like in practice? How can educators create lessons and school environments that effectively leverage student voice and agency? What advantages does this create—and what challenges? How might this emphasis transform traditional curriculum and instructional frameworks and develop students as leaders and innovators? Topics to be addressed include the role of technology in shifting instructional paradigms, student activism, problem-solving skills, and student choice within the curriculum.
Long considered ancillary to other academic priorities, oral communication skills are now increasingly seen as central to student growth and success. This issue will consider ways to go beyond traditional formats for classroom exchanges to discussions that promote higher-order thinking, effective communication, and social-emotional learning skills. What discussion strategies actively engage all students—not just outspoken students, but also introverted ones, students with learning disabilities, and English language learners? How can teachers facilitate nuanced discussions on tough topics, developing students' ability to consider other perspectives and exchange differing opinions? The issue will also look at how discussion skills contribute to whole child learning and development and how educators can foster more effective discussions among themselves.
Research in neuroscience is shedding new light on how students learn and develop. How can educators make the most of this information—and how can they sort genuine scientific findings from myths and hearsay? This issue will offer a solution-oriented look at brain science and education, highlighting both groundbreaking findings and practical takeaways. Key questions to be examined include: How might recent findings in neuroscience inform instructional practices and lesson planning? What aspects of learning have schools conventionally overlooked or discounted? How can schools create the best conditions to support student learning, including in the case of students suffering from trauma or adverse experiences? And what does the latest research on the brain and learning really say—or not say?
"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.
Submit a manuscript for this issue.
Deadline: March 2, 2020
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.
Deadline: April 1, 2020
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.
Deadline: May 1, 2020
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.
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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