English Education (published October, January, April, July) is the journal of the Conference on English Education (CEE), a constituent organization of the National Council of Teachers of English (NCTE). CEE 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.Theoretical/Empirical Articles
English Education publishes two types of articles: (1) theoretical/empirical articles and (2) Provocateur Pieces.
contain a wide range of topics related to the nature of our discipline as it spans all
levels of instruction. Though the focus of the journal has historically been on the education and development of secondary teachers of English, we—the incoming coeditors—believe that prekindergarten/elementary/secondary/postsecondary distinctions as well as conventional notions of “English” and “literacy” are somewhat arbitrary silos that we would do well to dismantle. We also invite scholars in related disciplines 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, we especially encourage manuscripts that are multidisciplinary, multicultural, and/or intergenerational in their approach and authorship in keeping with intersectional conceptions of teaching and research.
Provocateur* Pieces are short works that challenge the status quo in both their form and content. They can be written in a variety of modalities (e.g., multimodal, graphic, multigenre, op-ed, podcasts, etc.) and should contain examples of, and ideas for, engaging in politics and activism. We aim to support and elevate the beleaguered and embattled teachers and teacher educators we serve 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 new section.)
Themed Issues. English Education aims to publish one themed issue proposed by a guest editor(s) per year. Though we are not seeking proposals at this time, we will likely resume considering them in 2018.
Please direct inquiries about submissions to the editors, Tara Star Johnson and sj Miller, 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 Guidelines for Gender-Fair Use of Language. Footnotes, if used, must be converted to endnotes before manuscripts can be published. Manuscripts not following APA style will not be considered.
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. Audio/visual pieces such as podcasts will be posted on the English Education website but described with links to the corresponding website in the paper and online issues. To ensure impartial review, information that identifies the author should not appear in the manuscript. Follow the guidelines above for referencing yourself.
The editors will normally reach a decision about a manuscript within three months of submission. English Education typically publishes around 10% 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).
All manuscripts will be reviewed by three early-career and experienced researchers and possibly a fourth reviewer who is a graduate student of literacy/English education.
When evaluating theoretical/empirical articles for publication in EE, reviewers consider the following dimensions:
- Significance/relevance to English teacher education/teacher learning
- Conceptual framework (connections to relevant constructs in literature)
- Methods (if manuscript is an empirical study)Appropriateness to questions
- 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. EE editors reserve 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 editors’ decisions are final.