About the Journal

Focus and Scope

Impacting Education (IE) seeks to provide a forum where academics and practitioners alike may publish scholarly articles that meaningfully contribute to the improved preparation of PK-20 educational leaders through the examination of the development, redesign, and improvement of professional preparation programs as well as the outcomes of such programs including the skills, knowledge, dispositions, and impact of EdD program graduates. As such, scholarship generated in IE will have strong implications for the management and policies of schools of education, their EdD programs and the research, teaching, and learning of their faculty and students.

IE publishes research articles, dissertation in practice research articles (see section policies for special note), essay manuscripts and book reviews of works that support the preparation of educational leaders.

Peer Review Process

IE is an international, peer-reviewed journal. All submissions are subject to a multi-level review process to ensure relevance, accuracy, quality of content and methodology.

The editorial staff will review all submissions to determine general fit for the journal. Manuscripts selected will be sent on for double-blind peer-review (2-3 reviewers for research articles; 1-2 for essays). Reviews will typically take approximately three weeks.

Reviewers will demonstrate working knowledge of the skills, knowledge and dispositions needed by practitioners who enter education doctoral programs and have recent experience in professional preparation programs. The criteria for selecting reviewers will be based on their scholarship (either academic or professional) as it relates to the journal’s scope and focus, and/or their expertise and knowledge of professional preparation.

Publication Frequency

IE will open a new volume annually and publish items as they are accepted.

Open Access Policy

This journal provides immediate open access to its content. Our publisher, the University Library System at the University of Pittsburgh, abides by the Budapest Open Access Initiative definition of Open Access:

“By “open access” to [peer-reviewed research literature], we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.”

Researchers engage in discovery for the public good, yet because of cost barriers or use restrictions imposed by other publishers, research results are not available to the full community of potential users. It is our mission to support a greater global exchange of knowledge by making the research published in this journal open to the public and reusable under the terms of a Creative Commons CC-BY license.

Furthermore, we encourage authors to post their pre-publication manuscript in institutional repositories or on their Web sites prior to and during the submission process, and to post the Publisher’s final formatted PDF version after publication. These practices benefit authors with productive exchanges as well as earlier and greater citation of published work.

There are no article processing charges, submissions fees, or any other costs required of authors to submit articles to this journal.

Statement on Publishing Ethics

Impacting Education adheres to the Core Practices of the Committee On Publication Ethics (COPE), the Code of Conduct of the Open Access Scholarly Publishers Association (OASPA), and the Principles of Transparency and Best Practice in Scholarly Publishing of the Directory of Open Access Journals (DOAJ).

Journal History

Impacting Education is the inaugural journal of the Carnegie Project on the Education Doctorate and was launched in Spring 2016.