Mercer Journal of Educational Leadership
The Mercer Journal of Educational Leadership (MJEL) is an open access, refereed, on-line publication of the Department of Educational Leadership, Tift College of Education, Mercer University.
Focus of the Journal
The MJEL is interested in manuscripts that focus on current and emerging issues in education leadership – P-12 and Higher Education, nationally and internationally. Specifically, authors are encouraged to align their manuscripts with one of the following categories:
(a) best practices in P-12 education
(b) best practices in 2-year and 4-year higher education;
(c) empirically-based studies focusing on current and emerging issues in P-12; and
(d) empirically-based studies focusing on current and emerging trends in 2-year and 4-year higher education.
(e) qualitatively-based studies focusing on the issues described above.
(f) Additionally, critical analysis submissions dealing with issues of education policy that are of a scholarly nature will be considered.
Frequency of publication:
The Mercer Journal of Educational Leadership is published online twice each year – January and June.
Manuscript submission is via email, addressed to firstname.lastname@example.org (p-12) or email@example.com (higher ed) The manuscript submission should include a cover page that contains the title of the manuscript, author’s name, address, affiliated institution, email address, and telephone number. In addition, please submit an abstract, no longer than 250 words, along with a cover page. Manuscripts should generally not exceed 3,500 words. No information identifying the author(s) should appear in the manuscript. Manuscript and abstract should conform to the latest edition of the Publication Manual of the American Psychological Association. All submissions should be in 12 point size, double-spaced with 1 inch bottom and 1.25 inch left and right margins.
Submission deadline for the January issue is September 1.
Submission deadline for the June issue is February 1.
Call for reviewers
The editors of the Mercer Journal of Educational Leadership extend an invitation to interested scholars to serve as reviewers for the journal. Generally, persons chosen as reviewers will have a publication record sufficient to establish scholarly expertise that would qualify one for graduate faculty status in a university. Interested parties should contact firstname.lastname@example.org or email@example.com.
Collections in this community
(2012-03-09)In this study, we examined the five most recent years (2003-2004 through 2007-2008) of Texas educational data concerning new teachers employed at middle school campuses (low of 495 campuses to a high of 517 campuses). The ...
The Relationship between Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas and Teacher Training and Experience (2012-03-01)The researchers examined the knowledge middle school teachers in South Texas have in relation to ADHD. Explored were the relationships between teachers’ demographic characteristics such as levels of education, number of ...
(2012-02-23)State governments make a tremendous investment in the financing of higher education. Considering this investment, it is critical that there be a better understanding of exactly how financial aid programs administered at ...
The Impact of Bureaucratic Structure, Scientific Management, and Institutionalism on Standards-Based Educational Reform (2012-02-23)The world of public education today is dominated by a focus on standards-based reform and high-stakes accountability systems. School leaders, who are under immense pressure to raise standardized test scores, particularly ...
(2012-02-23)This study gathered data on student perceptions of online coursework. Specifically, students were asked to indicate their perceptions of how easy Blackboard was to use (Ease), how useful they found Blackboard (Useful), ...
(2012-02-22)Given the growing number of districts that have adopted the Advanced Placement program as the sole means for serving their Gifted students at the secondary level, it was surprising to us that no published empirical ...
(2012-02-22)Though studies of ADHD using quantitative methodology have been conducted in the medical, psychological, and education fields, the researchers who conducted these studies by and large have ignored an important variable: ...