School-University Partnerships
A Journal of the National Association for Professional Development Schools
Senior Editors
Seth Parsons
George Mason University
Mandy Bean
George Mason University
Editors
Nisreen Daoud
Capital University
Andrew Porter
George Mason University
Michelle Lague
George Mason University
Editorial Advisory Commitee
Elizabeth Levine Brown, George Mason University
Alicia Bruyning, Johns Hopkins University
Eva Garin, Bowie State University
Audra Parker, George Mason University
Drew Polly, University of North Carolina at Charlotte
Kristien Zenkov, George Mason University
Lindsay Zurawski, George Mason University
General Information
School-University Partnerships publishes rigorous research and cutting edge scholarship related to school-university partnerships and the Professional Development School (PDS) philosophy. Two issues are published annually, in the Fall and Spring. Submissions are accepted year-round.
In addition, School-University Partnerships publishes occasional themed-issues, which have guest editors and are online only.
Aim and Scope
School-University Partnerships is committed to advocating for collaborative ventures across preK-12/higher education communities. It serves as a forum for the discovery and sharing of knowledge and ideas that shape educator preparation and effective practice in school-university partnerships. Honoring the joint voice of school- and university-based educators is central to the NAPDS mission, and School-University Partnerships seeks manuscripts that represent partnerships across stakeholders. The journal encourages submissions that reflect collaborative partnership initiatives. Submissions may focus on, but are not limited to:
- Original research in school-university partnerships
- Descriptions of effective educator pedagogy and content delivery in a PDS
- Explanations of successful partnership models and structures
- Examples of measures of assessment and results of the evaluative process
- Analysis of the professional development in school-university partnerships
- Literature reviews or research syntheses related to school-university partnerships
Information for Authors
Authors should use the APA Publication Manual, 7th edition in preparing their manuscripts. Text should be double spaced, 12-point font with any tables, figures, or visual images placed after the references section. For the purpose of blind-review, authors should refer to themselves as “authors” while using pseudonyms for all people and places. In the event that the manuscript is accepted for publication by the journal, authors will have the option of replacing pseudonyms with actual names. School-University Partnerships has two options for submissions:
Option One
Longer papers of 15-25 pages (not including references). Typically, these submissions include, but are not limited to, a detailed description of the purpose, relevant school-partnership literature, data collection, findings/results, implications/discussion, and conclusion. Longer papers may also focus on in-depth explanations of partnership models.
Option Two
Shorter submissions of 5-10 pages (not including references). The primary purpose of this option is to recognize the importance of context-specific efforts in illuminating the work of PDS practitioners. This option may include, but is not limited to, a successful application of a particular scheme or idea, an account of a particular teaching strategy or curricular initiative, the ways in which a particular problem or challenge was addressed, other classroom/school/partnership specific initiatives, etc
Submission Process
Manuscripts should be submitted via http://www.editorialmanager.com/sup/default.aspx. Submissions must include the following elements:
Cover Letter
Submit a letter that includes a summary of the article, the author(s)’ affiliations and contact information, the type of article (Option 1 or Option 2) being submitted
Article Cover Page
Title of manuscript, date of submission, authors name(s) with complete mailing address, business and home/mobile phone numbers, e-mail address, and a brief biography for each author not to exceed 30 words.
Abstract/Keywords/Essentials
On a separate page at the beginning of the manuscript please describe the essence of your work in no more than 150 words (with no identifying information). Add three “key words/phrases” that describe your study. Finally, under the abstract please note which of the NAPDS “essentials” are addressed in your manuscript. For further information, please refer to “What it Means to be a Professional Development School” found in Volume 2, Issue 2 (fall 2008) of School-University Partnerships or on-line at https://www.napds.org/nine_essen.html
Manuscript
The manuscript should follow APA 7 guidelines and should not exceed 25 pages (NOT including references).
Peer Review Process
As a peer-reviewed journal, School-University Partnerships is committed to ensuring the quality of all the articles it publishes. Consequently, the journal’s editors invite members of the editorial review board to evaluate the quality of each manuscript submitted. In order to reduce bias, submissions undergo double-blind peer review. During this process, the identities of both the author and the reviewers are not revealed. The review process is typically no longer than three months. Manuscripts receive at least two reviews for editors to reach a decision. Reviewers provide ratings based on our criteria listed below on a scale of 1-5:
- Appropriateness to the NAPDS membership
- Reflects collaboration between school-/district-based educators and university-/college-based educators
- Significance of topic to the PDS movement
- Topic, report, and findings are of interest to school-/district-based educators and university-/college-based educators
- Clear details of research questions, action, and results OR of PDS practice, models, or structures
- Valid conclusions
- Advancement of knowledge
- Clear, coherent, and well-written manuscript
Information for Reviewers
Most reviewers are invited to review a manuscript approximately every six months; however, in the case that a manuscript requires revisions and is resubmitted, we will ask the same reviewers to revisit the manuscript to help us make a decision.
When you are selected from our pool of reviewers to review a manuscript, you will receive an email invitation. At that time, you may agree or decline to review based on your availability. If you decline, while not required, an explanation would be greatly appreciated and helps us better know when you are available to review for the journal.
When you agree to review a manuscript, you will receive a link to our online system through which you will be able to access the blinded manuscript. Reviewers are also asked to provide constructive feedback to authors and private notes to the editor, when appropriate. Reviewers who have agreed to review a manuscript may receive email reminders from the assigned editor, especially if the review is late or approaching the deadline.
Becoming a Reviewer
School-University Partnerships is always seeking reviewers. If you would like to serve as a reviewer for School-University Partnerships, please email your request and CV/resume to SupJournal@gmail.com.
Editorial Review Board
Nancy Dana, University of Florida
Nisreen Daoud, Capital University
Pixita del Prado Hill, Buffalo State University
Stacy Delacruz, Kennesaw State University
Danielle Dennis, University of Rhode Island
Stephanie Dodman, George Mason University
Janna Dresden, University of Georgia
Gregory Duffy, Monmouth University
Lindsay Elliott, Fairfax County Public Schools (VA)
Margaret Ferrara, University of Nevada Reno
Amy Fitchett, University of North Carolina at Charlotte
Karen Foster, Lincoln Memorial University
Nick Fowkes, University of Ohio
Keli Garas-York, Buffalo State University
Eva Garin, Bowie State University
Amy Garrett Dikkers, University of North Carolina at Wilmington
Vincent Genareo, Salisbury University
Belinda Gimbert, Ohio State University
Holly Glaser, George Mason University
Deirdre Greer, Columbus State University
Lois Groth, George Mason University
Sarrah Grubb, Alice Lloyd College
Judith Guerrero, Towson University
Samantha Haraf, University of South Florida
Judy Harmon-Holmes, Frostburg State University
Dena Harshbarger, University of Nebraska at Kearney
Jenifer Hartman, New Jersey City University
Randy Hitz, Portland State University
Angela Hooser, University of South Florida
Jana Hunzicker, Bradley University
Samantha Ives, George Mason University College of Humanities and Social Sciences
Amber Jensen, George Mason University
Celia Johnson, Bradley University
Melinda Knapp, Oregon State University at Cascades
Michelle Knotts, Pennsylvania State University
Michelle Lague, George Mason University
Cheryl Lehman, University of Arkansas-Fort Smith
Lesia Lennex, Morehead State University
Karen Loman, University of Central Missouri
Vicki L. Luther, Mercer University
Timothy Mahoney, Millersville University
Cynthia Dawn Martelli, Florida Gulf Coast University
Nicole Martin, Ball State University
Nicole Maxwell, University of North Georgia – Gainesville Campus
Mary Jane McIlwain, Auburn University
Dorene Medlin, Albany State University (GA)
Deebe Milford, University of Arkansas-Fort Smith
April Miller, Morehead State University
Kimberely Nettleton, Morehead State University
Curtis Nielsen, University of Northern Iowa
Bernard Oliver, University of Florida
Peter Olson, Bradley University
Patty Pancheri, McDonald Elementary
Audra Parker, George Mason University
Erin Pearce, Tarleton State University
Shawn Pennell, University of Nevada Reno
Melissa Pierczynski, University of Maryland University College
Drew Polly, University of North Carolina-Charlotte
Andrew Porter, George Mason University
Shannon Putman, Jefferson County Schools, Kentucky
Emily Reeves, Midwestern State University
Barbara Rieckhoff, DePaul University
Raven Robinson, University of South Florida
Doug Rogers, Baylor University
Rene Roselle, University of Sacred Heart
Julie Rosenthal, William Paterson University of New Jersey
Logan Rutten, Pennsylvania State University
Stephanie Savick, Notre Dame of Maryland University
Scott Scheuerell, Loras College
Stephanie Schroeder, University of Florida
Tammy Schwartz, Miami University
Barbara Schwartz-Bechet, Salus University
Windy Schweder, University of South Carolina
Sara Schwerdtfeger, Emporia State University
Bethany Scullin, University of West Georgia
Matt Seimears, Emporia State University
Payal Shah, George Mason University
James Shiveley, University of Miami
Cathy Siebert, Ball State University (IN)
Lynn Sikma, University of North Carolina at Wilmington
Janel Smith, Georgia Southern University
David Snow, Montana State University Billings
Yosung Song, Syracuse University
Erica Sponberg, Kansas State University
Susan Steaffens, Clark County School District
Kristen Stricks, Ivymount School, Maryland
Cindy Stunkard, Kutztown University
Jennifer Suh, George Mason University
Ryan Taylor, Wright State University
Mary Barbara Trube, University of Ohio
Kelly Usher, George Mason University
Margaret Vaughn, University of Idaho
Vicki Vescio, Univeristy of Florida
Jennifer Ward, University of South Florida
Deana Washall, State College Area School District
Richard Waters, Rahway High School
Ocie Watson-Thompson, Towson University
Kaitlin Wergrzyn, University of Georgia
Cheryl Wittman, Maryland Dept of Education
Regina Wragg, University of South Carolina