The International Journal of Leadership in Education is an international Journal for the publication of theoretical and practical discussions of educational leadership. It provides a forum for researchers and practitioner-researchers' to consider conceptual, methodological and practical issues in a range of professional and service settings and sectors. The journal publishes cutting-edge research on instructional supervision, curriculum and teaching development and educational administration. It offers a broad definition of leadership, including teachers as leaders, shared governance, site-based decision-making and community-school collaborations. Each edition of the journal features articles which fall within four broad categories (though others may be considered):

Research
This section contains peer-reviewed ‘reflexive' theoretically-based papers (around 5-8000 words), debating and exploring theoretical and methodological issues, across a range of disciplines, methodological approaches (for example, qualitative and quantitative) and substantive topics. In addition, as the Editor deems appropriate, overview or review articles are commissioned from a leading author, discussing debates or the state of the art in relation to an area of educational leadership.

Practice
This section contains shorter pieces from both academics and practitioner-researchers (around 2-5000 words) concerned with practice and/or research among a range of professional and service sectors (for example, action research and practitioner research). These papers are subject to peer (academic and/or practitioner) researcher or editorial review, as appropriate.

Commentary
Timely, provocative, and profound commentary; which may elicit responses - a running dialogue.

Reviews
This section contains reviews of books concerned with educational leadership. The contents are subject to editorial review. Please send books for review to: Bruce Uhrmacher, College of Education, University of Denver, Denver, CO 80208, USA.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

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