Editorial Staff and Guidelines

INFORMATION ABOUT THE EDITOR/STRUCTURE AND NAMES OF THE EDITORIAL BOARDS AND/OR INTERNATIONAL ADVISORY BOARD MEMBERS

Dr. Mary Lynn Boscardin is Editor of the Journal of Special Education Leadership, a journal of the Council for Exceptional Children's (CEC) Division of the Council of Administrators of Special Education (CASE). Dr. Boscardin is a former President of CASE and continues to serve on the Executive Committee; she is currently the President of the Council for Exceptional Children (CEC). Dr. Boscardin is an ad hoc reviewer for the Journal of School Leadership and the Journal of Leadership and Policy in the Schools and has served as a reviewer for the Journal of School Finance.

THE JOURNAL OF SPECIAL EDUCATION LEADERSHIP EDITORIAL BOARD

Editor:  Mary Lynn Boscardin, Ph.D. University of Massachusetts Amherst

Assistant to the Editor:  Katsiaryna Aniskovich, M.Ed. University of Massachusetts Amherst

Board of Associate Editors:  Dr. Jean Crockett University of Florida; Dr. Michael Harvey Pennsylvania State University; Dr. John A. Provost Northampton, MA Public Schools

Review Board:  Dr. Pamela Baker George Mason University; Dr. Manuel Barrera Metropolitan State University, MN; Dr. David Bateman Shippensburg University of Pennsylvania; Dr. Tom Bellamy University of Washington at Bothell; Dr. Bonnie Billingsley Virginia Tech; Dr. William Bogdan Cincinnati, OH; Dr. Rachel Brown-Chidsey, University of Southern Maine; Dr. Leonard C. Burrello University of Florida; Dr. Joyce Butler Consultant, Great Barrington, MA; Dr. Christy Chambers Beyond the Box, LLC; Dr. David DeMatthews University of Texas-Austin; Dr. William East NASDSE; Dr. Susan Faircloth Colorado State University (CSU); Dr. Adam Garand Westfield, MA Public Schools; Dr. Jenifer Harr-Robins American Institute for Research; Dr. James Heiden Cudahy WI Public Schools; Dr. Dawn L. Hunter Chapman University; Dr. Elizabeth Kozleski University of Kansas; Dr. Adam Leckie Florence Unified School District, AZ; Dr. Constance F. Lyttle, JD Drexel University; Dr. Suzanne Martin University of Central Florida; Dr. Joseph Madaus University of Connecticut; Dr. Shirley R. McBride McBride Management, Ltd., B. C. Canada; Dr. Jonathan McIntire Consultant, AZ; Dr. Margaret J. McLaughlin University of Maryland; Dr. James McLeskey University of Florida; Dr. Faith Miller University of Minnesota; Dr. Barbara Pazey University of North Texas; Dr. Yvette Pennington University of Cincinnati, OH; Dr. Sharon Raimondi State University of New York; Dr. Matthew Ramsey Benedictine College, KS; Dr. Gina R. Scala East Stroudsburg University, PA; Dr. Kenneth E. Schneider RAISE: Recognizing Abilities and Inclusion of Special Employees, FL; Dr. Robert Schulze Northern Vermont University Johnson/Johnson State College; Dr. Katherine Shepherd University of Vermont; Dr. James Shriner University of Illinois; Dr. Thomas M. Skrtic University of Kansas; Dr. Deborah Telfer University of Dayton; Dr. George Theoharis Syracuse University; Dr. Martha Thurlow National Center on Educational Outcomes University of Minnesota; Dr. Anne Louise Thompson WestEd Regional Lab; Dr. Patrick Tudryn East Windsor Public Schools, CT; Dr. Christine Walther-Thomas Virginia Commonwealth University; Dr. Kerry Weir State University of New York Old Westbury; Dr. Martha von Mering Westfield Public Schools, MA; Dr. Jim Yates University of Texas at Austin; Dr. Mitchell Yell University of South Carolina; Dr. Perry Zirkel Lehigh University; Pakethia Harris, American Institutes for Research, Washington, D.C.; Chelsea Tracy-Bronson, Stockton University, New Jersey; Alexis Morgan, Cambridge Public Schools, Massachusetts; Kevin P. Brady, University of Arkansas-Fayeteville, Arkansas; Ritu V. Chopra, University of Colorado, Denver, Colorado; Linda Griffin, University of Massachusetts, Amherst, Massachusetts; Julie F. Mead, University of Wisconsin, Madison, Wisconsin; Tammy Kolbe, University of Vermont, Vermont

 

GUIDELINES EXPLAINING THE MANUSCRIPT SUBMISSION PROCESS AND CRITERIA

Journal of Special Education Leadership, published by the Council for Administrators of Special Education, seeks articles that capture an administrator's attention by providing useful information that stimulates new ways of thinking about managing and leading. Only articles that have been validated and accompanied by accepted theory, research, or practice are sought.

Journal of Special Education Leadership's goals are:

  • To provide fresh ideas and perspectives grounded in recent advances in administrative theory and research, on contemporary issues that administrators must face.
  • To become a primary source of useful ideas for those who seek to educate present and future administrators of special education programs.
  • To become a forum through which practicing administrators of special education programs can challenge the meaningfulness of translations of administrative theory and research.

Contributors for each issue will include practicing administrators, researchers, policymakers, or others interested in special education administration. The purpose of this arrangement is to encourage interaction among individuals within those roles in developing articles. Interactions may include any of the following: a jointly authored manuscript, an interview preceded or followed by a commentary written by the interviewer, and a follow-up article that is specifically linked to the theory and/or research article that provides examples from the field and implications for administrators in similar situations.

A typical article might begin with either a brief, case illustrating the primary theme, or posing certain questions and issues that special education administrators need to address. A typical article will also satisfy the academic reader who seeks more than just opinions and wants to see a serious effort at connecting ideas to accepted theory and research.

With respect to style and format, manuscripts should:

  • Be accompanied by a letter signed by the author(s),
  • Have a separate title page that identifies the authors (the names(s) of the author(s) should not appear anywhere on the manuscript, except on the title page),
  • Be written in clear, straightforward language, avoiding jargon and technical terms,
  • Conform to APA format (see Appendix B of APA Publication Manual, 6th edition, 2010), particularly:
    • Entire manuscript is double spaced, with margins.
    • All pages are numbered in sequence, starting with the title page.
    • All references in text are listed and in complete agreement with text citations.
    • All author identification information, including professional title and affiliation, address, and phone number, is on the title page only.
    • Cover letter states the manuscript is original, not previously published, and not under consideration elsewhere.
    • Include at the beginning an Executive Overview of in lieu of an abstract consisting of 3-5 bulleted major points made in the article, as well as keywords that represent the content of your manuscript and are specific to your manuscript.
    • Use subheadings but not the traditional ones such as "Introduction"; use, instead, "The Future Challenge" or "Do Seamless Delivery Systems have a Future?"
    • For the purpose of documentation, cite notes in the body of the paper using superscript note numbers,
    • Include a biographical sketch of each author that includes name, title, place of employment address, and email address.
    • Be double-spaced and no more than 20-25 pages in length, including figures but excluding the reference section. When questions arise regarding issues of grammar or style, authors should refer to the Publication Manual of the American Psychological Association, 7th edition, 2020.

Authors are encouraged to get feedback from colleagues and practitioners on early drafts. A paper can be improved dramatically when knowledgeable reviewers are asked for reactions in advance of submission.

Journal of Special Education Leadership is published two times per year. The issues vary with some being thematic. Each issue includes 4-5 articles and 1-2 administrative commentaries.

AUTHOR CHECKLIST

Before sending a manuscript for review, please complete the Author Checklist below. This will help ensure that your manuscript is not screened out or returned before review.

  • Manuscript is consistent with the purpose of the journal.
  • Manuscript is no longer than 20-25 pages total.
  • Manuscript conforms to APA format (see APA Publication Manual, 6th edition, 2010).
  • Cover letter states that the manuscript is original and not previously published, all authors have given consent to submit the manuscript to the Journal of Special Education Leadership, and the manuscript is not under consideration elsewhere
  • The cover letter also indicates if the data from this manuscript are part of a larger study or if any part of the data has been included in another manuscript. The cover letter must provide a full explanation if either of these situations exist.

If all of these items are met, submit your material via email to [email protected]. No hard copies will be accepted.

Acknowledgment of receipt of your manuscript will be sent to you within 2 weeks. Review of your manuscript will occur within 8 weeks.

AUTHOR RESPONSIBILITIES FOLLOWING PUBLICATION ACCEPTANCE

After a manuscript is accepted for publication in Journal of Special Education Leadership, the author is responsible for completing, the following:

  • Obtaining publication clearance, if needed, for a manuscript first presented at a professional meeting,
  • Acknowledging the funding agency for supported research.
  • Providing author's membership CEC number and author's CASE member to the Editor via the email [email protected].  The information about the membership can be found here:  https://www.casecec.org/membership.
  • Including the following information for each author:
    • Name
    • Terminal/last Degree
    • Position/Title
    • Institution
    • Full Mailing Address
    • Email Address
  • Verifying the authenticity of all quoted material and citations and for obtaining permission from the original source for quotes in excess of 150 words or for tables or figures reproduced from published works.
  • Preparing camera-ready copies of all figures included in the article.
  • Assigning literary rights to CASE by signing a Copyright transfer Agreement.
  • Emailing a revised/edited manuscript in Word to Journal of Special Education Leadership's Editorial Office.
  • Sending an exact copy of the manuscript to the Editorial Office on a CD-Rom with the document saved in Microsoft Word via email if email is not a possibility.

REVIEW PROCESS

Selection of manuscripts for publication is based on a blind peer-review process. However, all manuscripts are screened first by the editor. Those manuscripts that do not meet the manuscript requirements, or that are not consistent with the purpose of the journal, are not forwarded for peer review.

The author is either notified that the manuscript is not acceptable for Journal of Special Education Leadership, or is requested to make changes in the manuscript so that it meets requirements. Copies of the manuscript are not returned to the author in either case.

Manuscripts that are consistent with the purpose of the journal are sent out electronically for peer review. Reviewers will not know the identity of the author.

Based on the blind reviews, the Journal of Special Education Leadership editor will communicate the results of that review to the author. The decision that is communicated to the author will be one of the following:

  • Acceptance of manuscript, with routine editing by publisher
  • Acceptance of manuscript, with revisions indicated by editor
  • Acceptance of manuscript, pending major revisions and a further round of peer reviews
  • Unacceptable

When a decision is made that a manuscript is unacceptable for Journal of Special Education Leadership, it may be recommended that it be sent to a journal of one of the CEC Divisions. This recommendation does not mean that the manuscript would be automatically accepted by a Division journal; the manuscript would have to go through the review process again.

PUBLISHING ETHICS GUIDELINES

Authors who submit their manuscript to the Journal of Special Education Leadership should follow the ethics guidelines offered by the Code of Conduct and Best Practice Guidelines for Journal Editors (taken and revised from https://publicationethics.org/files/Code%20of%20Conduct_2.pdf )

  • Authors who submit their original manuscripts should present an accurate account of the work performed and the results, followed by an objective discussion of the significance of the work. Fraudulent or knowingly inaccurate statements constitute unethical behavior (i.e. misconduct) and are unacceptable.
  • Authors should ensure that they have written and submit only entirely original works, and if they have used the work and/or words of others, that this has been appropriately cited. Plagiarism takes many forms, from "passing off" another's paper as the author's own, to copying or paraphrasing substantial parts of another's paper (without attribution), to claiming results from research conducted by others. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable.
  • Papers describing essentially the same research should not be published in more than one journal or primary publication. Hence, authors should not submit for consideration a manuscript that has already been published in another journal. Submission of a manuscript concurrently to more than one journal is unethical publishing behavior and unacceptable (i.e. misconduct).
  • Only persons who meet these authorship criteria should be listed as authors in the manuscript. These persons should be the ones who: (i) made significant contributions to the conception, design, execution, data acquisition, or analysis/interpretation of the study; and (ii) drafted the manuscript or revised it critically for important intellectual content; and (iii) have seen and approved the final version of the paper and agreed to its submission for publication. All persons who made substantial contributions to the work reported in the manuscript (such as technical help, writing and editing assistance, general support) but who do not meet the criteria for authorship must not be listed as an author, but should be acknowledged in the "Acknowledgments" section after their written permission to be named as been obtained. The corresponding author should ensure that all appropriate coauthors (according to the above definition) and no inappropriate co-authors are included in the author list and verify that all co-authors have seen and approved the final version of the manuscript and agreed to its submission for publication.
  • Authors should - at the earliest stage possible (generally by submitting a disclosure form at the time of submission and including a statement in the manuscript) - disclose any conflicts of interest that might be construed to influence the results or their interpretation in the manuscript. All sources of financial support for the work should be disclosed (including the grant number or other reference number if any).
  • Authors should ensure that they have properly acknowledged the work of others, and should also cite publications that have been influential in determining the nature of the reported work. Information obtained privately (from conversation, correspondence or discussion with third parties) must not be used or reported without explicit, written permission from the source. Authors should not use information obtained in the course of providing confidential services, such as refereeing manuscripts or grant applications unless they have obtained the explicit written permission of the author(s) of the work involved in these services.

A LIST OF ACTIONS THE EDITOR OR EDITORIAL BOARD WILL TAKE IF ANY MALPRACTICE IS SUSPECTED

While dealing with possible author's misconduct Journal of Special Education Leadership and its Publisher follows the following Code of Conduct and Best Practice Guidelines for Journal Editors (taken and revised from https://publicationethics.org/files/Code%20of%20Conduct_2.pdf):

  • Editors and reviewers have a duty to act if they suspect misconduct or if an allegation of misconduct is brought to them. This duty extends to both published and unpublished papers.
  • Editors and reviewers are not simply rejecting papers that raise concerns about possible misconduct. They are ethically obliged to pursue alleged cases.
  • Editors and reviewers will first seek a response from those suspected of misconduct. If they are not satisfied with the response, they will ask the relevant employers, or institution, or some appropriate body (perhaps a regulatory body or national research integrity organization) to investigate.
  • Editors and reviewers will make all reasonable efforts to ensure that a proper investigation into alleged misconduct is conducted; if this does not happen, editors and reviewers will make all reasonable attempts to persist in obtaining a resolution to the problem.

INFORMATION ABOUT HOW POTENTIAL READERS CAN GET ACCESS TO THE FULL-TEXT ARTICLES PUBLISHED IN THE JOURNAL

Access to the Journal of Special Education Leadership is available through CASE membership or through individual or institutional subscription by contacting the CASE Office (see below).

The Journal of Special Education Leadership is published by the Council of Administrators of Special Education. The Council of Administrators of Special Education retains literary property rights on copyrighted articles. Copy requests should be made to CASE, 1675 E. Seminole, Suite L1, Springfield, MO 65804, Ph. 417-427-7720, Fax 417-427-6520. Single copies may be purchased. Orders in multiples of 10 per issue can be purchased at a reduced rate. Members receive a copy of the Journal of Special Education Leadership as part of their membership fee. See the back cover of the Journal for the subscription form.

Access to the full-text articles published in the Journal can be obtained by contacting the Editor, [email protected]umass.edu, or the CASE Office (see above).

INFORMATION ABOUT THE ROLE AND ORGANIZATION OF THE PUBLISHER OF THE JOURNAL

The Journal of Special Education Leadership, a journal for professionals in the field of special education administration, is published by the Council of Administrators of Special Education in conjunction with Allen Press for the purpose of fostering the advancement of research, learning, teaching, and practice in the field of special education administration. CASE is an international professional educational organization which is affiliated with the Council for Exceptional Children whose members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual in society. The Mission of the Council of Administrators of Special Education, Inc. is to provide leadership and support to members by shaping policies and practices which impact the quality of education.

Allen Press, Inc. was awarded first place in the Printing Services category and third place in the Advertising/Marketing Services category of the annual Best of Lawrence competition.

 

All issues of The Journal of Special Education Leadership

Year/Month

Volume (Number)

1999/May

12(1)

1999/November

12(2)

2000/April

13(1)

2000/November

13(2)

2001/April

14(1)

2001/November

14(2)

2002/April

15(1)

2002/November

15(2)

2003/May

16(1)

2003/November

16(2)

2004/April

17(1)

2004/October

17(2)

2005/April

18(1)

2005/October

18(2)

2006/April

19(1)

2006/November

19(2)

2007/March

20(1)

2007/September

20(2)

2008/March

21(1)

2008/September

21(2)

2009/March

22(1)

2009/September

22(2)

2010/March

23(1)

2010/September

23(2)

2011/March

24(1)

2011/September

24(2)

2012/March

25(1)

2012/November

25(2)

2013/ March

26(1)

2013/September

26(2)

2014/March

27(1)

2014/September

27(2)

2015/March

28 (1)

2015/September

28(2)

2016/March

29(1)

2016/September

29(2)

2017/March

30(1)

2017/September

30(2)

2018/March

31(1)

2018/September

31(2)

2019/March

32(1) in progress

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