Educational Administration Quarterly
Educational Administration Quarterly (EAQ) publishes prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. The journal embraces traditional and emergent research paradigms, methods, and issues. The journal particularly promotes 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 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 annual William J. Davis Award to the author(s) of the most outstanding article published in EAQ during the preceding volume year.
Submit your manuscript today at https://mc.manuscriptcentral.com/eaq.
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues facing educational organizations. As an editorial team, we embrace traditional and emergent theoretical frameworks, research methods, and topics. We particularly promote the publication of rigorous and relevant scholarly work with utility for educational policy, practice, and research.
The journal’s primary focus is on studies of educational leadership, organizations, leadership development, and policy as they relate to elementary and secondary levels of education. Examinations of leadership and policy that fall outside K-12 are considered insofar as there are meaningful connections to the K-12 arena (e.g., college pipeline). International comparative investigations are welcome to the extent they have implications for a broad audience.
Educational Administration Quarterly honors
- expanded views and sources of educational leadership, including beyond the individual as leader;
- multiple purposes and outcomes of educational leadership (e.g., instructional, managerial, democratic, inclusive, social justice);
- diverse analytical/theoretical lenses (e.g., organizational, sociological, sociocultural, distributed, critical)
As examples, the editorial team encourages manuscripts that
- address the influence of leadership and policy on educational practice and outcomes
- address the impact of diverse forms of leadership preparation and development
- consider how the organizational structure of districts and schools impacts leadership and improvement processes
- enrich our understanding of schools as agents of social change
- examine educational environments that promote equity and social justice for students and faculty
| Gerardo R. Lopez | Michigan State University, USA |
| Curt Adams | University of Oklahoma, USA |
| Gary Anderson | New York University, USA |
| Bruce Baker | Rutgers University, USA |
| Bill Black | University of South Florida, USA |
| Ira Bogotch | Florida Atlantic University, USA |
| Katrina Bulkley | Montclair State University, USA |
| Marissa Cannata | Vanderbilt University, USA |
| Paula Cordeiro | University of San Diego, USA |
| Shelby Cosner | University of Illinois at Chicago, USA |
| Janet Decker | Indiana University, Bloomington, USA |
| David DeMatthews | University of Texas, Austin, USA |
| Suzanne E. Eckes | University of Wisconsin, USA |
| Karen Edge | University College London, UK |
| Érica Fernández | Miami University, USA |
| Bonnie Fusarelli | North Carolina State University, USA |
| Roger Goddard | Ohio State University, USA |
| Preston Green | University of Connecticut, USA |
| Terrance Green | The University of Texas at Austin, USA |
| Jason Grissom | Vanderbilt University, USA |
| Don Hackmann | University of Illinois at Urbana-Champaign, USA |
| Kristin Huggins | Washington State University, USA |
| Decoteau Irby | University of Illinois at Chicago, USA |
| Lisa A. W. Kensler | Auburn University, USA |
| Van Lac | University of Illinois, Chicago, USA |
| Yi-Hwa Liou | National Taipei University of Education, Taiwan |
| Chad Lochmiller | Indiana University, USA |
| Leslie Locke | Minnesota State University, Mankato, USA |
| Ruth Maria Lopez | University of Arizona, USA |
| Hollie Mackey | North Dakota State University, USA |
| Melinda Mangin | Rutgers University, USA |
| Michael Owens | Brigham Young University |
| Mark Paige | University of Massachusetts, Dartmouth, USA |
| Donald J. Peurach | University of Michigan, USA |
| John Pijanowski | University of Arkansas, USA |
| Bradley S. Portin | University of Washington, USA |
| Jennifer King Rice | University of Maryland, USA |
| Jessica Rigby | University of Washington, USA |
| Jay Scribner | Old Dominion University, USA |
| Megan Tschannen-Moran | William and Mary University, USA |
| Kyle Wahlstrom | University of Minnesota, USA |
| Terri Watson | City College New York, USA |
| Alex Bowers | Columbia University, USA |
| Susan Faircloth | Two Feathers Consulting, LLC |
| Kyle Ingle | University of Louisville, USA |
| Marsha Modeste | Pennsylvania State University, USA |
| Samantha Scribner | Indiana University–Purdue University Indianapolis, USA |
| Lolita Tabron | University of Denver, USA |
| Chris Torres | University of Michigan, Ann Arbor, USA |
| Jiangang Xia | University of Nebraska-Lincoln, USA |
| Marilynn Howard | University of Utah, USA |
| Alounso Gilzene | Florida State University, USA |
Manuscript submission guidelines can be accessed on Sage Journals.