期刊名称：EDUCATIONAL ADMINISTRATION Quarterly ISSN： 0013-161X 出版频率： Bimonthly 出版社： SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 91320   出版社网址： http://www.sagepub.co.uk/, http://www.sagepub.com/ 期刊网址： http://eaq.sagepub.com/ 影响因子： 1.118(2015年) 1.326(2014年) 1.213 (2012年) 0.745(2011年) 主题范畴： EDUCATION & EDUCATIONAL RESEARCH 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal Frequency: 5 Times/Year ISSN: 0013-161X eISSN: 1552-3519 Months of Distribution: February - April - August - October - December For over 40 years, Educational Administration Quarterly has presented prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas. The goal of the editorial team (University of Utah) and the journal’s editorial board is to promote sound scholarship and a clear and continuing dialogue among scholars and practitioners from a broad spectrum of education. In recognition of scholarly contributions for each volume year of EAQ, the University Council for Educational Administration bestows the William J. Davis Award to selected authors annually. Thomson Scientific (formerly ISI) Journal Citation Reports?BR>2005 Ranking: 58/98 in Education & Educational Research 2005 Impact Factor: 0.388 Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas, including work that examines   the relationship between educational leadership structures and processes and valued organizational outcomes in educational institutions from preschool to higher education, most notably improved teaching processes and learning outcomes; improved leadership preparation and development structures and processes and assesses the relationship between leadership preparation and development and valued organizational outcomes; educational environments that promote equity and social justice for students and faculty; and theoretical frameworks that advance and have utility for issues such as those outlined above. Instructions to Authors Educational Administration Quarterly (EAQ) uses an electronic submission and review process. Authors should submit by e-mail an electronic copy of the manuscript in Microsoft Word format (for PC) to eaq@ed.utah.edu. If electronic files cannot be e-mailed, a copy on floppy disk or CD may be mailed here: EAQ Editor Professor Diana G. Pounder, Ph.D. Department of Educational Leadership & Policy University of Utah 1705 Campus Center Drive, Room 339 Salt Lake City, UT 84112-9254 Ordinarily, manuscripts should be 25 to 40 pages in length. All tables should be included in the electronic file. Figures may be submitted in separate electronic files, preferably as TIFF or JPEG images, although we can accept most other formats. Figures must be of sufficient resolution for high-end printing: 1200 dpi for line art, 300 dpi for grayscale, and 600 dpi for color. Manuscripts should follow the style of the 5th edition of the Publication Manual of the American Psychological Association (APA). All copy should be typed, double-spaced in Times New Roman 12-point font with notes, references, tables, and figures appearing at the end of the manuscript per APA style. Structured Abstract Each manuscript should include a structured abstract, similar to those described by Mosteller, Nave, and Miech in the January/February 2004 Educational Researcher Commentary, "Why We Need a Structured Abstract in Education Research". The structured abstract for empirical manuscripts should include very brief subheaded sections such as Purpose, Research Methods/Approach (e.g., Setting, Participants, Research Design, Data Collection and Analysis), Findings, and Implications for Research and Practice. Nonempirical or conceptual manuscripts should use subheads appropriate to the conceptual argument or position promoted or discussed (e.g., Purpose, Proposed Conceptual Argument or Model, Implications). Including section heads, abstracts should not exceed 250 words. Additionally, five key words or phrases should appear after the abstract along with an indication of the type of article (e.g., empirical paper, conceptual paper). Author Identification Manuscripts should include a cover sheet with the title, author¡¯s name, address, phone number, fax number, and e-mail address, along with a brief biographical statement (2-3 sentences). If the article was authored by more than one person, coauthors¡¯ names, e-mail addresses, phone numbers, and biographical statements should also be included. However, to assure appropriate blind review, the author¡¯s name or identifying information should NOT appear in headers, footers, reference list, or other portions of the manuscript text; instead, information in text or references that would identify the author should be replaced with the word "Author" in lieu of the author¡¯s name or identifying information. From the Field Submissions In addition to its regular blind refereed empirical or conceptual manuscripts, the EAQ editorial staff reviews and accepts other work for inclusion in the From the Field section of the journal. These works may include highlights of award-winning dissertations, book reviews, policy commentaries or updates, brief updates on longitudinal research in progress, and other shorter pieces that highlight timely issues in the field. Originality of Manuscript Manuscripts are accepted for consideration with the understanding that they are original material and are not under consideration for publication elsewhere. Referees evaluate submitted manuscripts anonymously. SPECIAL THEME ISSUES Purpose of Special Issues From time to time, EAQ will publish issues dedicated to specific topics and/or themes deemed timely and significant to the field of educational leadership.  Those interested in serving as a guest editor for a special-theme issue of EAQ should send electronic copies of the following to the editor: eaq@ed.utah.edu, and mark the e-mail ¡°Attention editor.¡± Proposal Guidelines All proposals should include the following: Theme¡ªIdentification and description of the theme of the proposed issue Rationale and justification¡ªA rationale that describes the significance and timeliness for EAQ Concise literature review¡ªA concise review of the latest literature related to this theme and any additional background information related to the theme Nature of contributions¡ªA description of the nature of the contributions to be included in the volume must also be provided.  A description of whether articles published in the special volume will be by invitation only, whether there will be a general call for papers or whether there will be both invited articles and a general call for papers.  If there are to be invited articles, please indicate names of authors who will be invited to write articles. One may also submit a proposal containing a collection of papers that have been presented at an academic conference. Reviewers for volume¡ªSpecial issue editors are responsible for assigning a minimum of five reviewers for the entire issue, i.e., these reviewers will be responsible for reading and critiquing all manuscript contributions to the issue.  Names of potential reviewers should be submitted with the proposal.  In order to ensure a high quality peer-review process, the identity of each reviewer will be treated as privileged information, used only by the editors and will not be released to others. Proposed time lines¡ªProposed time-lines for the issue, e.g., the call, initial drafts, feedback, final editing, submission for printing, etc.  Manuscripts must be accepted for publication at least 4-6 months prior to publication. The Review Process All special issue proposals will be reviewed by the following: the EAQ editor, editorial team, and, pending the discretion of the EAQ editor and editorial team, members of the EAQ editorial board and/or notable researchers of the proposed issue theme. Approval of Proposal It should be noted that final decisions on the matters noted above are subject to the review of the EAQ editor and editorial team. Currently EAQ has an average turn-around time of 36 days for manuscript submissions reviews with a range of 1-127 days.  In addition, the current manuscript rejection rate is over 90%.  For further details, please see EAQ's Editorial Summary Statistics for 2004-2005.   Editorial Board Editorial Board Nicola Alexander University of Minnesota Gary Anderson New York University Mark Berends Peabody College, Vanderbilt University William Black Indiana University Jo Blase University of Georgia College of Social Work Ira Bogotch Florida Atlantic University Kathleen Brown University of North Carolina, Chapel Hill, NC Tony Bush University of Lincoln, UK Eric Camburn University of Wisconsin - Madison David Conley University of Oregon, Eugene Sharon Conley University of California, Santa Barbara Audrey Dentith University of Wisconsin, Milwaukee Laura Desimone Vanderbilt University - Brentwood, Tennessee Mary Driscoll New York University Chris Dunbar Michigan State University Encarnacion Garza University of Texas, San Antonio Mark A. Gooden University of Cincinnati Rich Halverson University of Wisconsin, Madison Ronald Heck University of Hawaii Meredith I. Honig University of Washington, Seattle, USA Catherine A. Lugg Rutgers University Helen Marks Ohio State University Brendan Maxcy University of Missouri, Columbia Sylvia Mendez-Morse Texas Tech University Betty Merchant University of Texas, San Antonio Pete Miller Duquesne University Doug Mitchell University of California, Riverside Darleen Opfer University of Cambridge, UK Karen Osterman Hofstra University Susan Printy Michigan State University Augustina Reyes University of Houston, Houston, TX Edie Rusch University of Nevada Las Vegas Linda Skrla Texas A&M University Claire Smrekar Vanderbilt University - Brentwood, Tennessee Anit Somech University of Haifa, Israel William Tate Washington University Dianne Taylor Louisiana State University Megan Tschannen-Moran College of William and Mary, VA, USA Pam Tucker University of Virginia Allan D. Walker The Chinese University of Hong Kong, Hong Kong Frankie Williams Clemson University Rose Ylimaki University at Buffalo, SUNY Sally Zepeda University of Georgia College of Social Work Michelle D. Young   Senior Associate Editor Bob L. Johnson University of Utah   Associate Editors Enrique Aleman University of Utah Amy Bergerson University of Utah Gary M. Crow University of Utah Patrick Galvin University of Utah Madeline Hafner University of Utah Lynette Land University of Utah Andrea Rorrer University of Utah David Sperry University of Utah Octavio Villalpando University of Utah   Managing Editors Marilynn Howard University of Utah Michael Owens University of Utah   Acquisitions Editors Nelda Cambron-McCabe Miami University, Ohio Carolyn Kelley University of Wisconsin - Madison Colleen Larson New York University Gerardo Lopez Bloomington, Indiana Catherine A. Lugg Rutgers University Rod Ogawa University of California-Santa Cruz George Petersen California State University, San Luis Obispo Brian Rowan Anthropology, University of Michigan, Emeritus BetsAnn Smith Michigan State University Linda C. Tillman University of North Carolina, Chapel Hill, NC Tony Townsend Florida Atlantic University Megan Tschannen-Moran College of William & Mary