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Contributors' Guidelines

Education Canada is published four times a year by the Canadian Education Association (CEA). Through the magazine, CEA hopes to stimulate dialogue and discussion about education and educational reform by encouraging readers to re-examine their preconceptions about youth, learners, learning, teaching, and the definition of educational success. 

Within this broad mandate, the magazine is also committed to supporting and providing voice to CEA’s ongoing research agenda.

Although Education Canada is clearly rooted in Canadian experience and offers a Canadian perspective on educational issues, an important part of its mandate is to introduce readers to relevant international research and experience.

Approximately 25% of Education Canada's feature articles are French.

Content and Article Selection

Content for each issue is determined by the editors (English and French), in consultation with CEA advisors and the editorial board. We strive for a balance of perspectives from various sectors and from different parts of the country.

Each issue has a theme. Several features and possibly one or more departments will offer an in-depth look at the theme. The remaining articles cover a broad range of educational issues and topics.

Story ideas that are especially appropriate for one of our themes are of particular interest.

2016 THEMES

FEBRUARY 2016 – EMPOWERMENT, GOVERNANCE AND LEADERSHIP
Governance and leadership structures of schools are under pressure to transform. Increasingly, there is a call for more collaborative leadership models and for more decision-making authority to rest with the school. This issue will explore questions relating to school leadership and governance at every level, such as: How do we encourage and build capacity for teachers to become educational leaders within their schools? How can governments (ie Ministries of Education) lead positive change in a way that engages support throughout the system? How do collaborative leadership models work?

QUERIES NEEDED BY AUGUST 25, 2015

MAY 2016 – THE SCHOOL CHOICE DILEMMA
School choice allows school systems to better accommodate students’ individual needs and interests. French Immersion, charter schools, and alternative schools and programs (such as arts concentration or IB programs) are increasingly available and popular. But does school choice compromise the equity of the whole system, in effect “ghettoizing” regular schools and increasing the divide between high-achieving and disadvantaged schools? This issue looks at the benefits and challenges of school choice, with a particular interest in the question: how can we meet the demand for increased choice, while supporting excellence in all our schools? 

QUERIES NEEDED BY NOVEMBER 1, 2015

SEPTEMBER 2016 - RETHINKING THE SCHOOL SPACE 
School design impacts the way we teach and students learn, yet we continue to build schools on the pattern of what they have always been. In this issue we will explore the drawbacks of traditional design, the challenges and promise of new designs for learning, and showcase examples that are breathing new life into old spaces, from entire schools to re-visioned learning areas within traditional buildings.

QUERIES NEEDED BY FEBRUARY 10, 2016

NOVEMBER 2016 – STUDENT VOICE: BEYOND LIP SERVICE   
How we can bring students’ experience, concerns, and input into all levels of education: the classroom, the school, and the wider board or district? How can we ensure the opportunities for student voice are respectful and non-condescending, developmentally appropriate, and reflective of a range of student experience (not just the ‘high flyers’)? And why should we?

QUERIES NEEDED BY APRIL 15, 2016

When selecting or soliciting articles, we ask authors to keep in mind the magazine’s purpose and to situate their subject within the broad discussion of improving learning, creating healthy, engaging school environments, and fostering both equity and excellence in public education. Education Canada aims to bridge research to practice, and vice versa. Thus, whenever possible and appropriate, we’d like articles that are theory- and research-based to consider the material’s relevance to education practitioners, and offer steps individual teachers, schools, or school boards can take to begin to bring theory into practice. Conversely, when articles are based on specific programs or initiatives, the author should address implications for improved learning, improved understanding of youth and the learning process, or on social changes that will have a positive impact on society in general and youth in particular.

Education Canada does not accept articles which promote commercial products or programs. Please restrict mention of your business interests to your bio.

Departments

In addition to feature articles, the magazine includes a number of regular departments that appear in most issues:

Letters: We welcome letters and will print them whenever possible.

Promising Practices: This department showcases innovative programs and practices that are showing exciting results. Tell us how you got the project started, what obstacles you overcame, how students and other stakeholders responded, how you evaluated your success.

Book Review: We run one English and one French review per issue, running about 350 words.

Viewpoint: An essay with, as the title suggests, a point of view. Your argument must be well-reasoned and well-supported, and ideally will tackle an area of controversy — an educational “hot topic.” Occasionally this department may take more of a debate format, giving space to both sides of an issue.

Notre Monde Aujourd’hui / Global Perspectives: This is usually (but not exclusively) a French department looking at international developments and issues in education.

The Voice of Experience: This back-page department is a one-page (700-word) personal reflection on the experience of teaching and learning. Share an encounter with a student that re-affirmed your commitment to teaching, an experience that changed the way you look at things, or a personal experience that amplified your understanding as an educator. We hope this story will leave readers feeling moved, inspired, or re-connected with the value of our work as educators. We welcome submissions from teachers, students, and others who are intimately involved in education.

Format and Style

Education Canada is a magazine, not a scholarly journal. Our readers are well-informed and concerned educators, but not necessarily academics.

With that in mind, we encourage authors to write in an informal, accessible style without compromising important information or analysis. Use real-life stories, examples, quotes from participants and first-person experiences to provide interest and to illustrate key points. Use sub-heads to provide visual interest and help the reader stay with you. Some material (such as lists of practical tips) may lend itself to being separated out into a sidebar box.

In keeping with this informal style, references (endnotes) should only be used when absolutely essential to give credit to material taken directly from other sources. Education Canada follows the University of Chicago Manual of Style for documentation (numbered citations and endnotes). Authors bear full responsibility for the accuracy of quotations and citations. Please restrict your endnotes to a maximum of 10.

Most feature articles are between 1000 and 2500 words. Departments run between 700 and 1500 words. We also welcome proposals for shorter articles.

Submission of Articles

Education Canada contains a mix of solicited and unsolicited articles. Manuscripts should be original and should not be under consideration for publication elsewhere.

Please note that we cannot guarantee consideration of fully developed, unsolicited manuscripts. Short proposals, including a précis of the proposed article and some background information about the author, should be sent to the editor by email (see contact information, below). All proposals will be acknowledged, and accepted or rejected within two months of receipt. Please feel free to contact the editor if you have not heard from us after two months or wish to withdraw your article.

When an article has been solicited or a proposal has been accepted, the editor will establish a deadline for final copy with the author. Failure to provide copy by the agreed-upon deadline may result in cancellation or postponement of publication.

Editorial Decisions

The final decision to publish an article, whether solicited or not, is made only after the complete text has been received. The editor reserves the right to reject material if its style or content is unsuitable for the magazine, or to postpone publication until a later date to accommodate the production process. Occasionally an article may be offered as a web-only exclusive.

The editor also reserves the right to make changes to improve the clarity of the manuscript, to adapt it to magazine format or to shorten it as necessary. Authors may be asked to make revisions to make the article more relevant or accessible to our readers. Authors will be given the opportunity to approve editorial changes prior to publication. Notwithstanding that approval, the editor may make last-minute changes for space as necessary.

Payment

Except under exceptional circumstances, CEA offers no remuneration for articles. Published authors will receive complimentary copies of Education Canada and will be placed on the magazine’s subscription list for one year.

Copyright

Education Canada articles are licensed under a non-exclusive Creative Commons Attribution Non-Commercial No Derivatives License. Users are free to copy, distribute and transmit content provided it is distributed in its entirety, and proper credit is given to the author, Education Canada, and to CEA and its website www.cea-ace.ca. Users may not use content for commercial purposes. Users may not alter, transform, or build upon content. For more information about the Creative Commons Attribution Non-Commercial No Derivatives license, view the License Deed and Legal Code.

Please send proposals for English articles to:

Holly Bennett, Editor
Education Canada
119 Spadina Ave., #705
Toronto, ON M5V 2L1
Tel: (705) 745-1419
editor@cea-ace.ca

Please send proposals for French articles to:

Yolande Nantel, Rédactrice
Canadian Education Association
119 Spadina Avenue, #705
Toronto, ON, M5V 2L1 
Tel: (416) 591-6300
Fax: (416) 591-5345
redaction@cea-ace.ca