Collection
Call for Papers: Scholarly Writing
Given the wide-ranging implications of publication for teacher/scholar/researchers, this Special Issue is intended to support readers in achieving greater success with publishing their work. It is predicated on the assumption that writing for publication is an important activity, not only for established academics but also for novices. The special issue will guide those who are interested in improving their scholarly productivity through publication. Within the field of early child education and care, most of the information about writing for publication falls into the category of tacit knowledge—in other words, teacher/scholars often use that lowest form of learning, trial and error, to figure out how to accomplish tasks such as selecting a topic, choosing an outlet, structuring a manuscript, responding to peer review, and shepherding a manuscript through to the final, typeset copy. This Special Issue is designed to make the entire publication process more transparent and explicit. To that end, all three general types of articles are welcomed: (1) practical, (2) review/theoretical, and (3) research.
Abstract submission deadline: May 31st. Please submit your abstract to mjalongo@comcast.net.
Manuscript submission deadline: September 1st. Please submit your manuscript through the Journal's Editorial Manager portal.
Editors
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Mary Renck Jalongo
Mary Renck Jalongo served as editor-in-chief of Early Childhood Education Journal for twenty-five years. She continues to edit the Educating the Young Child book series for Springer Nature. Writing for publication: Transitions and Tools that Support Scholars’ Success (Jalongo & Saracho, 2016) has been downloaded over 5 million times.
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Olivia Saracho
Olivia N. Saracho is Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland at College Park. Her teaching experience includes public schools (all levels) and university experience (graduate and undergraduate levels). Her research and writing include language development, whole language approach, emergent literacy, family literacy, the roots of reading and writing, literacy activities in a play environment, children’s play, teacher preparation, and many others.
