Instructions for Authors

General Submission Guidelines

Each issue of Schools will comprise four types of manuscripts:

Scholarly articles address the theory and practice of education, the social and psychological dynamics of schools, and the relationships within and outside of the school community. Submissions of this type should not exceed 8,000 words, including footnotes and references.

Personal reflections and meditations cover all aspects of the social and psychological dynamics of school life. Reflections should not exceed 8,000 words.

Reviews critically evaluate books, films, art exhibitions, concerts, and other events that have some bearing on the meaning and value of education. Reviews should not exceed 3,000 words. 

"From the Archives" comprises texts or portions of texts that were written in the past and that still hold meaning for educators today.

"On the Horizon" essays consider where our schools and school life should be going in the future and how we can get to that place from where we are now.

All manuscripts should be composed in Microsoft Word or saved in an RTF version of any other word-processing program. They should be double spaced (including footnotes and references) and should adhere to the requirements in The Chicago Manual of Style, 15th edition. Footnotes should be used only for substantive observations.

Sources should be listed in the reference list and cited at appropriate points in the text: "(Racker 1968, 129)" (where 129 is the page number) or, if the author's name is in the text, "Davis (2004)." All sources listed in the reference list must be cited in the text. The following are examples of common formats for the reference list:


Paley, Vivian Gussin. 1995. Kwanzaa and Me: A Teacher's Story. Cambridge, MA: Harvard University Press.

Adams, Rachel, and Joan Talbot. 20005. "Building Quality Assessment Programs." In Teaching Administration: An Overview, ed. John Jones. Chicago: University of Chicago Press.

Journals and Periodicals

Jones, Mark. 1998. "Ethnic Segregation in Chicago Schools: An Analysis." American Journal of Education 13 (January): 22–56.

Thomas, William. 2004. "Mayor Urges End to Excessive Homework." Chicago Tribune, March 8.

Various Other (Including Web Sites)

Farber, Donna. 1998. "Content Analysis of Teaching Materials." Working Paper 35, College of Education, University of Michigan.

Hall, Sherrie. 2007. "Inkster Schools Face State Takeover." Detroit News, April 10,

Jackson, Lynn. 2005. "The Influence of Fish Consumption on Grade Point Average in a Swedish Subsample." PhD diss., University of Chicago.

Quentin, Franklin. 2001. "The Effects of Physical Education on Student Academic Performance." Unpublished manuscript, Harvard University, Cambridge, MA.

For information on how to prepare artwork, see the Guidelines for Artwork.

Please e-mail completed manuscripts as attachments to , along with a cover sheet that includes the following information:

  • Title of the paper
  • An e-mail address, a traditional mailing address, and any other relevant contact information
  • A brief (no more than 50 words) biography of the author(s)
  • An abstract of the submitted manuscript (no more than 150 words).

Disguising Identities

If you are writing about your interactions with students, you have a duty to disguise their identities insofar as the material you are working with permits. At the very least, you must make up a new name for each student you mention. In addition, you should change the gender, ethnicity, religion, and other defining characteristics. It will not be possible to make all these changes in all cases, since your essay may directly concern matters that are specific to one or more the characteristics, but you should alter the ones that will not distort your observations and reflections.

While it is within your scope as writer to produce your memory of conversations, including classroom and private exchanges, you should secure approval from your students for the use of any work they have submitted. The use of student material in your essay implies that you have secured such permission.

Editorial Procedure

Schools has an ongoing call for papers and requires at least six months to review and publish manuscripts. We will acknowledge receipt of your submission via e-mail within one week from the date your e-mailed manuscript arrives. Our editor makes an initial determination about the suitability of the manuscript for the review process and then informs the author within two to three weeks about the status of the manuscript. If the editor determines that the manuscript is not ready for review, our editor returns it to the author with suggestions for further work.

Our editor begins the review process by forwarding potentially publishable papers to our Review Board. Reviewers comment on manuscripts and then return them to the editor, who makes the final selection. Authors can expect to hear about the disposition of their manuscripts within three months. If a manuscript is chosen for publication, the author will receive an edited version of the manuscript for approval. We will send to each author two copies of the issue in which the article appears.

Call for Papers 

An Invitation from
Daniel Frank, Executive Editor

Published biannually, Schools: Studies in Education is a refereed international education journal for pre K-12 educators, administrators, university professors, and others who work with school-aged students.

The unique and defining quality of Schools is its commitment to provide school teachers and others with a reflective space for exploring and understanding the subjective, qualitative dimensions of how each of these school constituencies, as individuals and as groups, experience education in the learning organization we call the school. Contributors write in a variety of genres: scholarly articles based on theory and research, interpretive reflective essays, brief informal meditations and stories, and educationally relevant reviews of books, films, art exhibitions and musical performances.

Schools ensures that each issue contains a blend of voices, including the voices of elementary, middle, and high schools educators; the perspectives of college and university teachers; and even, on some welcome occasions, the work of students. Our advisory board of consulting editors and a rigorous blind peer review process for manuscripts have helped us establish and maintain the highest writing standards.

Deadlines for first submissions are Dec. 1 for the Spring issue and June 1 for the Fall issue. Our review process begins with a determinative review. If the editor determines that the manuscript is not yet appropriate for the journal, he returns it to the author(s) with comments and suggestions for further work. In most cases, this editorial response takes a week or less. If the editor determines that the manuscript is ready for outside review, he secures readers and requests a written response in 3-4 weeks. The editor puts together a manuscript response based on the suggestions and comments of the readers.

Schools seeks richly described interpretive accounts of how teachers, administrators, students, parents, and others experience their social and psychological relationships

  • To each other
  • To the curriculum
  • To the ways teachers and students learn
  • To the systemic and organizational dynamics of school culture, including the complex interactions among groups and between groups and their leaders
  • To the structures that comprise the wider domains of society and the world.

Schools gives writers and readers a rare space to explore, through stories and their related commentaries, the more dynamic and complex experiences of school life in ways that convey how human relationships, thoughts, and emotions shape their meaning of educational experience in schools.

Administrators: encourage your teachers to collaborate with the Schools editors on a submission!

Schools is a profound professional development opportunity for educators nationwide and beyond that can allow teachers, through their writing and reading, to educate and train each other to become more effective teachers in their classrooms and schools.

For more information, contact:

Andy Kaplan, Editor
Schools: Studies in Education
330 West Webster Avenue
Chicago, IL 60614

Telephone: 773-797-5410
Fax: 773-549-4669

Dan Frank, Executive Editor
Schools: Studies in Education
330 West Webster Avenue
Chicago, IL 60614

Tel: 773-797-5101