Submissions

Write for the NHJE!

The Editorial Board of The New Hampshire Journal of Education invites submission of high-quality, professional manuscripts that integrate current research and your own professional experiences. Writers from diverse backgrounds and educational perspectives are encouraged to submit manuscripts. Articles should be engaging, practitioner-oriented, and relevant to the NHASCD conference and Journal theme for 2016-2017: Teaching Today: Pedagogy, Perspective, and Practice. Articles might address topics such as those below:

  • Meeting the needs of “the digital generation”
  • Personalized learning
  • Competency-based instruction and assessment
  • Data teams
  • 21st century curriculum
  • Principal/leader evaluation
  • Student self-assessment
  • Nurturing excellence in the arts
  • Best practices in curriculum and instruction
  • Inquiry and project-based learning
  • Supporting teaching & learning in challenging economic times
  • Integration of technology
  • Competency-based education
  • Outstanding successes in technology integration
  • Inquiry and project-based learning
  • Supporting teaching & learning in difficult economic times
  • Social media as an instructional and communication tool
  • The values of blogs and blogging
  • Developing a school culture that supports innovation and excellence
  • Best practices for engaging and supporting English language learners
  • Special Education today and tomorrow
  • The role of PLCs in the improvement of engaged instruction
  • Moving from STEM to STEAM
  • Engaging families, engaging students
  • What’s new in teacher preparation programs
  • Students as Makers, Tinkerers & emerging Engineers
  • Classroom walk-throughs and instructional rounds
  • On-line professional learning
  • Community-based internships that inspire authentic engagement and learning
  • NH’s Focus and Priority schools: Linking teacher excellence and student performance
  • Lessons Learned from Charter Schools
  • The changing role of [School Counselor, or School Nurse, or School Librarian, or Art/Music teacher; etc] in supporting students, teachers, and schools
  • Healthy Kids, Successful Students
  • The benefits and challenges of multi-grade elementary classrooms
  • Best practices for developing high quality Student Learning Outcomes
  • Principals as instructional leaders

Submission Expectations and Process

Submission must adhere to the following guidelines.

  • Length: 1,500–3,000 words, including a brief abstract.
  • Format: APA format, double-spaced 10-point Times Roman font, in Microsoft Word
  • On a separate page please provide the author’s name, title, school/district/organization/institution affiliation, credentials, address, email, address, and telephone number(s).
  • December 2nd, 2016 is the deadline for submitting articles.
  • Please email your article and any accompanying materials to the NH Journal of Education, Dr. Marianne M. True (mtrue@plymouth.edu ) or Dr. Stacey L. Curdie-Meade (scurdie@plymouth.edu).
  • Each submitted article will be carefully read and rated by members of the Journal’s Editorial Board
  • The Editor will attempt to notify authors of the Editorial Board’s decision within three months.
  • After a manuscript is accepted, The New Hampshire Journal of Education reserves the right to make changes in all manuscripts to improve clarity, conform to style, correct grammar, and fit available space.
  • Authors of accepted manuscripts will receive instructions regarding revisions and submission of final version.
  • There is no remuneration for articles accepted for publication, but a complimentary copy of the Journal will be mailed to the authors of published articles.

Copyright Release

Authors of manuscripts accepted for publication give copyright release to Plymouth State University and NHASCD. This allows PSU and NHASCD to publish articles in both print and digital formats in The New Hampshire Journal of Education and to grant permission to persons and organizations who formally request the right to reprint the material in whole or in part.