Editorial Office

Duncan Waite, Ph.D. Editor, Education and Community Leadership Program, Educational Administration and Psychological Services Department, Texas State University – San Marcos, 601 University Drive, San Marcos, TX 78666, USA. Tel: +1 512-245-2304. Email: ijle@txstate.edu.

Please read these Guidelines with care and attention; failure to follow them may result in your paper being delayed. Note especially the referencing conventions used by International Journal of Leadership in Education, and the requirement for gender-, race-, and creed-inclusive language. The journal considers all manuscripts on condition they are the property (copyright) of the submitting author(s) and that copyright will be transferred to International Journal of Leadership in Education and Taylor and Francis if the paper is accepted.

International Journal of Leadership in Education considers all manuscripts on the strict condition that they have been submitted only to International Journal of Leadership in Education, that they have not been published already, nor are they under consideration for publication, nor in press elsewhere. Authors who fail to adhere to this condition will be charged all costs which International Journal of Leadership in Education incurs, and their papers will not be published.

Writing your paper

• Please write clearly and concisely, stating your objectives clearly and defining your terms. Your arguments should be substantiated with well-reasoned supporting evidence.
• For all manuscripts, gender-, race- and creed-inclusive language is mandatory.
• Abstracts are required for all papers submitted except for Commentary pieces and should precede the text of a paper.
• Manuscripts should be double-spaced throughout, including the reference section.
• Authors should include telephone and fax numbers as well as email addresses on the cover page of manuscripts.
• Bionotes should be contained on a separate sheet and be located at the beginning of a paper.
• In writing your paper, you are encouraged to review articles in the area you are addressing which have been previously published in the journal, and where you feel appropriate, to reference them. This will enhance context, coherence and continuity for our readers.

Abstracts

Abstracts are required for all papers, except Commentary pieces, and should be submitted as detailed below, following the title and author's name and address, preceding the main text.

For papers reporting original research: state the primary objective; briefly mention the research design; briefly state the methods and procedures employed; state the main outcomes and results; and state the conclusions that might be drawn from these data and results, including their implications for further research or application/practice.

For review essays: state the primary objective of the review; the reasoning behind your literature selection and the way you critically analyse the literature; state the main outcomes and results of your review; and state the conclusions that might be drawn, including their implications for further research or application/practice.

Copyright

It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to Taylor & Francis. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors retain many rights under the Taylor & Francis rights policies, which can be found at www.informaworld.com/authors_journals_copyright_position. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.

Contributors are required to secure permission for the reproduction of any figure, table, or extensive (more than 50 words) extract from the text, from a source which is copyrighted –  or owned –  by a party other than Routledge or the contributor.

This applies both to direct reproduction or ‘derivative reproduction' – when the contributor has created a new figure or table which derives substantially from a copyrighted source.

The following form of words can be used in seeking permission:

Dear [COPYRIGHT HOLDER]

I/we are preparing for publication an article entitled

[STATE TITLE]

to be published by Routledge Ltd in [journal]

I/we should be grateful if you would grant us permission to include the following materials:

[STATE FIGURE NUMBER AND ORIGINAL SOURCE]

We are requesting non-exclusive rights in this edition and in all forms. It is understood, of course, that full acknowledgement will be given to the source.

Please note that Routledge are signatories of and respect the spirit of the STM Agreement regarding the free sharing and dissemination of scholarly information.

Your prompt consideration of this request would be greatly appreciated.

Yours faithfully

Code of ethics and practice

Contributors are required to follow the procedures in force in their countries which govern the ethics of work done with human subjects. For human participants in a research survey, secure the consent for data and other material — verbatim quotations from interviews, etc. — to be used.

Notes on style

All authors are asked to take account of the diverse audience of International Journal of Leadership in Education. Clearly explain — or avoid the use of — terms that might be meaningful only to a local or national audience. However, note also that International Journal of Leadership in Education does not aspire to be international in the ways that McDonald's restaurants or Hilton Hotels are international; we much prefer papers that, where appropriate, reflect the particularities of each social and cultural system.

Some specific points of style for the text of articles, research reports, case studies, reports, essay reviews, and reviews follow:

1. We prefer US to ‘American', USA to ‘United States', and UK to ‘United Kingdom'.

2. We use conservative British, not US, spelling, i.e. colour not color; behaviour (behavioural) not behavior; [school] programme not program; [he/she] practises not practices; centre not center; organization not organisation; analyse not analyze, etc.

3. Single ‘quotes' are used for quotations rather than double "quotes", unless the ‘quote is "within" another quote'.

4. Punctuation should follow the British style, e.g. ‘quotes precede punctuation'.

5. Punctuation of common abbreviations should follow the following conventions: e.g. i.e. cf. Note that such abbreviations are not followed by a comma or a (double) point/period.

6. Dashes: the M-dash should be clearly indicated in manuscripts by way of either a clear dash (—) or a triple hyphen (---) the N-dash should be indicated by a clear dash (–) or a double hyphen (--).

7. We are sparing in its use of the upper case in headings and references, e.g. only the first word in paper titles and all subheads is in upper case; titles of papers from journals in the references and other places are not in upper case.

8. Apostrophes should be used sparingly. Thus, decades should be referred to as follows: ‘The 1980s [not the 1980's] saw ...'. Possessives associated with acronyms (e.g. PA), should be written as follows: ‘The APU's findings that ...', but, NB, the plural is APUs.

9. All acronyms for national agencies, examinations, etc., should be spelled out the first time they are introduced in text or references. Thereafter the acronym can be used if appropriate, e.g. ‘The work of the Assessment of Performance Unit (APU) in the early 1980s ...', subsequently, ‘The APU studies of achievement ...'. In a reference ... (Department of Education and Science [DES] 1989a).

10. Brief biographical details of significant national figures should be outlined in the text unless it is quite clear that the person concerned would be known internationally. Some suggested editorial emendations to a ‘typical' text are indicated in the following with square brackets: ‘From the time of H. E. Armstrong [in the nineteenth century] to the curriculum development work associated with the Nuffield Foundation [in the 1960s], there has been a shift from heurism to constructivism in the design of [British] science courses'.

11. The preferred local (national) usage for ethnic and other minorities should be used in all papers. For the USA, ‘African-American', ‘Hispanic' and ‘Native American' are used, e.g. ‘The African-American presidential candidate, Jesse Jackson...'; for the UK, ‘Afro-Caribbean' (not ‘West Indian'), etc.

12. Material to be emphasized (italicized in the published version) should be underlined in the typescript rather than italicized. Please use such emphasis sparingly.

13. When using a word which is or is asserted to be a proprietary term or trade mark authors must use the symbol ® or TM or alternatively an endnote can be inserted using the wording below:

This article includes a word which is or is asserted to be a proprietary term or trade mark. Its inclusion does not imply it has acquired for legal purposes a non-proprietary or general significance, nor is any other judgement implied concerning its legal status.

Notes on tables and figures 

1. Figures and tables should be sent electronically, but care and attention to these guidelines are essential, as importing graphics packages can sometimes be problematic.
   
2. Figures and tables must be saved individually and separate to text. Please do not embed figures and tables in the paper file.
   
3. Tables and figures must be referred to in the text and numbered in order of their appearance.
   
4. Figure captions must be saved separately, as part of the file containing the complete text of the paper, and numbered correspondingly.
   
5. Files should be saved as one of the following formats: TIFF (tagged image file format), PostScript or EPS (encapsulated PostScript), and should contain all the necessary font information and the source file of the application (e.g. CorelDraw/Mac, CorelDraw/PC).
   
6. Avoid the use of colour and tints for purely aesthetic reasons.
   
7. Figures and tables should be produced as near to the finished size as possible.
   
8. Tables and figures must be referred to in the text and numbered in order of their appearance (e.g. Figure 1, Figure 2, Table 1, Table 2). In multi-part figures, each part should be labelled (e.g. Figure 1(a), Figure 1(b)).
   
9. Each table and figure should have a complete, descriptive title and each table column an appropriate heading.
   
10. Tables and figures should be referred to in text as follows: Figure 1, Table 1.
    
11. The place at which a table or figure is to be inserted in the printed text should be indicated clearly on a manuscript: 
    
                                                             [Insert Table 2 about here ]
    
12. Please note that it is in the author's interest to provide the highest quality figure format possible. Please do not hesitate to contact our Production Department if you have any queries.

Author's bionote

This note should be brief (two or three sentences) and include the author's institutional position and affiliation and a full address for correspondence. For example:

Nel Noddings is the Lee L. Jacks Professor of Child Education in the School of Education, Stanford University, Stanford, CA 94305-3096, USA. Email: nel.noddings@stanford.edu. Her most recent books are The Challenge of Care to Schools: Alternative Approaches to Education (New York: Teachers College Press, 1992) and (edited with Carol Witherell) Stories Lives Tell: Narrative and Dialogue in Education (New York: Teachers College Press, 1991).

Acknowledgements

Any acknowledgements authors wish to make should be included in a separate headed section at the end of the manuscript. Please do not incorporate these into the bionote or endnotes.

Essay reviews

References to the book being reviewed are included in a footnote at the bottom of the first page of the essay review using the following conventions, i.e. for an essay review entitled ‘Power and Criticism: Poststructural Investigations in Education', the footnote should read:

† The book reviewed here is Cleo H. Cherryholmes, Power and Criticism: Poststructural Investigations in Education, 2nd edn (Teachers College Press, New York, 1989), 158 pp., $22.95 (hbk), ISBN 0-8077-2927-2.

A bionote on the reviewer(s) should follow, using the format outlined above.

Citations in text

We insist on use of the author-date system, e.g., (Aggleton 1997).

1. ‘Ibid.' (and the like) are not used when repeating citations. Simply repeat the original citation verbatim, e.g. (Orwell 1945).

2. Citations should be included in prefatory material to quotes (wherever possible) rather than placing them at the end. Thus, for example, ‘Orwell (1945: 23) reduces the principles of animalism to seven commandments, namely, ...' is preferred to ‘Orwell reduced the principles of animalism to seven commandments, namely, ... (Orwell 1945: 23)'.

3. Multiple citations within parentheses should be divided by a comma, not a semi-colon, and there should be no use of ‘&' within such multiple references. References to works published in the same year should be cited as, e.g. (Smith 1991a, b).

4. Multiple citations within a text should be ordered by date, not alphabetically by authors name, e.g. (Smith 1902, Jones and Bower 1934, Brown 1955, 1958a, b, Green 1995).

5. ‘et al.' may be used in references within the text when a paper or book has three or more authors, but note that all names are given in the reference itself.

6. Page spans in reference citations should be given in full, e.g. ‘Sedgewick (1935: 102–103; emphasis added) outlines them as follows:'.

References

We use the following conventions for references:

1. Reference to a book

Walkerdine, V. (1990) Schoolgirl Fictions, 2nd edn (London: Verso).

Lingard, B., Knight, J. and Porter, P. (eds) (1993) Schooling Reform in Hard Times (London: Falmer).

Dewey, J. (1902) The School and Society (Chicago: University of Chicago Press).

2. Reference to a chapter in a book

Cohen, D. K. and Spillane, J. P. (1992) Policy and practice: the relations between governance and instruction, in G. Grant (ed.) Review of Research in Education, Vol. 18 (Washington: American Educational Research Association), pp. 3–50.

Stodolsky, S. (1989) Is teaching really by the book?, in P. W. Jackson and S. Haroutunian-Gordon (eds) From Socrates to Software: The Teacher as Text and the Text of the Teacher, 89th Yearbook, Part 1 of the National Society for the Study of Education (Chicago: NSSE), pp. 159–184.

3. Reference to an article in a journal

Elbaz, F. (1991) Research on teachers knowledge: the evolution of a discourse. Journal of Curriculum Studies, 23, 1–20.

4. Technical reports and unpublished literature

Burnham, C. A. and Anderson, T. H. (1991) Learning to sew on a button by reading a procedural text. CSR Technical Report, No. 543, Center for the Study of Reading, University of Illinois at Urbana-Champaign. ERIC ED 332 157.

Clark, C. M. and Lampert, M. (1985) What knowledge is of most worth to teachers? Insights from studies of teacher thinking. Paper presented at the Annual Meeting of the American Educational Research Association, College of Education, Michigan State University, East Lansing, 31 March-4 April.  ERIC ED 266 109.

5. Reference to a newspaper or magazine

Richards, H. (1996) Republican lite? The Times Higher Education Supplement, 1 November, p.16.

6. Reference to an Internet source

Give the universal resource locator in full:

http://acsinfo.acs.org/instruct/instruct.html

7. Reference to a personal communication

Brannen, J. (1996) Personal communication.

8. Reference to a case in law

In text, italicize names of plaintiffs and defendants:

Miranda v. Arizona 1974

9. Reference to government legislation

US Congress, Senate Committee on Foreign Relations (1956) The Mutual Security Act of 1956, 84th Congress, second session, report 2273.

US Congress, House Committee on Banking & Currency (1945) Bretton Woods Agreements Act: Hearings on HR 3314, 79th Congress, first session, report 452.

United Kingdom Parliament, Committee on the Working of the Monetary System [Radcliffe Committee] (1960) Principal Memoranda of Evidence, vol. 2, Cmd 1958.

Other points to note

1. References to multi-authored books and papers should be fully spelt out in the references, i.e. et al. should not be used. The ‘&' should not be used except for publisher's names.

2. References to chapters in edited books must include the page references for any chapter being cited. Such references should include the full page span (e.g. 212-252 , NOT 212-52). Note that a single editor is indicated by (ed.) — with a point/period — and multiple editors by (eds) — without a point/period.

3. Wherever possible ERIC references should be included in all unpublished material, e.g. ERIC ED 332 157. The availability of ERIC numbers enormously simplifies the work of those who want to follow-up a reference.

Free article access

Corresponding authors will receive free online access to their article through our website (http://www.tandf.co.uk/journals/ijlee) and a complimentary copy of the issue containing their article. Reprints of articles published in this journal can be purchased through Rightslink® when proofs are received. If you have any queries, please contact our reprints department at reprints@tandf.co.uk.