GUIDELINES FOR THE AUTHORS

The Educational Spectrum is a peer-reviewed, bi-annual journal. An article can only be considered for publication in The Educational Spectrum on the understanding that it has not yet been published and that it is not being considered for publication elsewhere. Authors are expected to confirm the originality of their work when submitting articles for consideration and to ensure that all necessary permissions to publish have been obtained. Successful authors will be expected to sign a copyright assignment agreement and provide brief biographical notes. All articles considered for publication in ‘The Educational Spectrum’ Research are subjected to peer review.

The research section in ‘The Educational Spectrum’ provides opportunities to publish examples of practitioner or partnership research. Successful articles will reveal the influence that systematic, practice-founded inquiry can have on the evaluation, review, and development of practice and the formulation of improved policy. Papers for the Research Section should contain a clear indication of the rationale for the research; the methods used; the findings; and the implications of the finding for the future practice. Authors must ensure that their work has been carried out within an ethical framework.

PRESENTATION

Manuscripts should be word-processed or typewritten on one side of A4 paper using double spacing throughout and generous margins. Three copies of the articles should be submitted together with a copy of the file on disc or as an email attachment. Authors should provide a cover sheet giving the title of the article, the name (s) of the author(s), and a contact address with the manuscript. Authors should ensure that contact detail does not appear elsewhere in the manuscript and that all pages are numbered. Each submission should also include a brief (100-150 words) abstract or summary of the main ideas in the article on a separate sheet of the paper.     

Articles should be lively and engaging; clearly argued; related to actual situations in school or other settings, and concisely written in plain English in order to be accessible to a diverse readership. When technical terms prove essential, the writer should provide a brief explanation supported by contextual descriptions or examples. Prospective authors should avoid language that can be seen as discriminating against people on account of disability, race, or gender.