The yearly deadline for guest-edited volume proposals is January 3. Guest editors are responsible for the submission, review, revision, and acceptance process with the assistance of the editor and associate editors. The journal should be completely themed with 3-6 articles.
Prospective guest editors must submit a formal proposal for a special issue with the following information:
- A succinct statement of intent. Describe the nature and scope of the topic to be covered, its importance and/or uniqueness to the literature on issues that are explicitly related to the focus of The New Educator.
- A bulleted list of topics for articles that would fit within the theme. These would connect the theme of the proposed issue to the focus of The New Educator.
- The prospective editor’s (s’) CV(s).
- A call for manuscripts and description of a peer review processes. The call should include the journal’s mission, a link to the journal’s website with other information for authors, and the review process must entail at least two blind reviews through the ScholarOne manuscript system.
- A timeline. The editors will provide specific timeframes for distributing the call for manuscripts, recruiting authors and reviewers, reviewing submissions, and
If accepted, guest editors will be required to complete the following steps:
- Conduct a blind peer review process (at least two qualified reviewers) through ScholarOne.
- Submit a revised timetable projecting the sequence by which guest editor will solicit, expect receipt, and perform preliminary editing of manuscripts, ending in submission of all materials to TNE at least three (3) months prior to issue date (month).
- Obtain firm commitments from prospective authors, along with abstracts (250-300 words) of their proposed articles, and brief biographical/contact information on each contributor. At this stage, TNE retains the privilege of recommending to guest editors that an invited article(s) be rejected should it fail to meet TNE standards.
- Submit a guest editorial (2-6 pages) describing the guest editor(s) intent in presenting the articles, addressing the issue at hand, and/or summarizing the article themes.
- Assist the TNE Editors in obtaining the cooperation of authors during the manuscript preparation process (e.g., following up on editor inquiries about manuscripts, copy-editing and prompting authors to return copy-edited articles, galley corrections, and release forms in timely fashion, etc.).
Again, prospective guest editors should note that though a proposal may be acceptable as a whole, individual articles may be deemed unacceptable upon review by the Journal's editors at any stage of the process. Thus, the TNE retains the privilege of recommending to guest editors that an invited article(s) be rejected should it fail to meet TNE standards of quality, clarity, or scholarship, or require inordinate editing to bring up to standard or style.
Aims and Scope
The New Educator is a quarterly peer-reviewed journal published by The School of Education of The City College of New York and The Association of Teacher Educators (ATE). It is published by Taylor & Francis/Routledge.
Focusing on the knowledge created through practice and the challenges of building and sustaining professional community in the education of new educators, The New Educator serves as a forum on issues that teacher educators, teacher education programs, and school systems encounter in the preparation, recruitment, induction, retention, and ongoing support of educators new to the field. Defining "educator" broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings, the journal is particularly interested in work that links theory with practice, is generated through practice, is useful and accessible to the field, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.
The New Educator features research articles, essays, commentaries, reports, program descriptions, reflective narratives, humor, interviews, photos, and book and resource reviews. Themes addressed in ongoing issues include: Preparing educators for the 21st century - meeting the challenges; standards, assessment, and accountability for educators; responding to the challenges of diversity in our schools; lessons from effective classrooms in PreK-12 schools as well as teacher education programs; education educators for democratic practice; leadership for learning; the first year of teaching; educating educators for diverse settings - after-school programs, museums, juvenile detention centers, etc. Past issues have featured the work of Marilyn Cochran-Smith, Linda Darling-Hammond, Eleanor Duckworth, Joyce Epstein, John Goodlad, Maxine Greene, Martin Haberman, Asa Hilliard, Sonia Nieto, Lee Shulman, Arthur Weiss, and other well-known as well as emerging scholars.
Manuscripts can be submitted for review electronically.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by three editorial consultants who are members of the journal review board.