The New Educator publishes original refereed contributions that focus on the challenges of building and sustaining professional community in the education of new educators. It serves as a forum on issues that teacher education programs and school systems encounter in the preparation, recruitment, induction, support, and retention of educators new to the field. The journal focuses particularly on the challenges of developing and retaining qualified educators committed to service in public schools, and it defines "educator" broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings.

The New Educator features research articles, essays, commentaries, reports, program descriptions, reflective narratives, humor, interviews, and book and resource reviews. The editor encourages work that links theory with practice, is useful and accessible to the field, is generated through practice, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.

The journal addresses the following themes:

• preparing educators for the 21st century
• standards, assessment, and accountability for educators;
• responding to the challenges of diversity in our schools;
• lessons from effective teacher education programs;
• educating educators for democratic citizenry;
• leadership for learning;
• the first year of teaching;
• educating educators for diverse settings - after-school programs, museums, juvenile detention centers, etc.

Peer Review Policy:

All manuscripts submitted to The New Educator are peer reviewed. Manuscripts undergo an initial screening by the Editors, then anonymous refereeing by two anonymous referees, and finally, an Editorial review.

Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106