Calls for Manuscripts

Open Calls

The Journal of Adventist Education® publishes articles of general interest to teachers and intermittently will publish articles on a specific theme. You may submit manuscripts on any topic that will appeal to Journal readers at any time; however, articles for theme issues or special sections must be submitted by the submission deadline. Regular manuscript guidelines regarding length and style apply, and manuscripts must be submitted to Editorial Manager:

Adventist Education in the Urban Setting II

Guest Editors: Ella S. Simmons and Davenia J. Lea
Submission Deadline: December 31, 2018
Publication Date: 2019

Population growth among the world’s largest cities continues to expand, and with this expansion comes unique opportunities for Adventist education. The Mission to the Cities initiative of the Seventh-day Adventist Church has propelled the establishment of centers of influence, community events, seminars, and small group and evangelistic meetings. This special edition is designed to showcase how Adventist schools, from early childhood through post-graduate levels, are making an impact in urban classrooms and communities through school-based programs and research.

We invite papers that describe how schools and communities are working together to meet the cultural and linguistic needs of students through research, training, and service. Each paper should clearly delineate the purpose of the initiative, the process of implementation, as well as challenges and successes, and provide data to support impact on the school and community (qualitative and/or quantitative), and recommendations for good practice. Ultimately, each paper should address how Adventist Christian elementary, secondary, and post-secondary institutions are successfully creating learning environments in under-resourced urban settings.

Additionally, manuscripts may address professional development models, collaborative endeavors with Church organizations and community partnerships; workshops/conferences that train teachers and educational administrators; outreach or mission programs (i.e., school-based domestic and international service-learning projects; “centers of “influence, life, hope”); curriculum and instruction resources designed to engage students and their families, and enhance the learning environment in under-resourced urban schools; or, research specifically studying Adventist urban school populations.

Culturally Responsive Teaching and Learning

Guest Editor: Charline Barnes-Rowland
Submission Deadline: Closed
Publication Date: July 2018

This special issue strongly promotes quality Christian education, with an emphasis on multiculturalism and globalism of culturally and linguistically diverse students. Through a range of research, training, and service perspectives, this special issue will address the following question: What are educators doing, from a culturally responsive pedagogy, in Christian elementary, secondary and postsecondary institutions to promote successful learning opportunities in and out of classrooms?

Culturally Responsive Teaching (CRT) recognizes the importance of including students' cultural references in all aspect of learning through positive interactions with parents and families, communicating high expectations, student-centered instruction, reshaping the curriculum, and more.

To further explore the issue of culturally responsive teaching and learning in the 21st century Christian schools, manuscripts may address professional development models/partnerships (i.e., educators book clubs; workshops/conferences; online courses; study tours; teacher leaders/mentors); student missionary programs (i.e., domestic and international service learning projects in schools); components of quality education for learning disabled students and second language learners (i.e., dealing with curriculum, assessments and/or funding issues from global perspective); multicultural children’s/young adults literature that promote harmony in and out of the classroom (i.e., global friendships; healthy habits; civic education, etc.); technological resources that foster culturally relevant pedagogy (i.e., digital media; websites; computer programs, etc.); or, community innovative endeavors (i.e., Christian outreach projects in local communities; school-family learning activities).

Boards and Governance

Guest Editor: Bordes Henry Saturne

Submission Deadline: Closed
Publication Date: October-December 2018

This special issue is the fifth collection of articles on how to build effective school boards, Kindergarten through Higher Education. Topics include, but are not limited to, the function of the board in relation to mission and vision of the institution, the role of the board chair, membership responsibilities, ethical and legal issues in a changing landscape, conflicts of interest, financial literacy, member selection, guidelines for building relationships with government and state agencies, and more.

Manuscripts should provide practical advice, information, and “how to” examples applicable to a range of academic levels, Kindergarten through Higher Education. For a perspective on what is expected, review previous collections on Boards and Governance:

Ongoing Feature Sections

Best Practices at Work!

Section Editors: JAE Editorial Staff

Publication Date: Ongoing Feature (upon selection)

What are best practices? How are teachers using them? How effective are best practices in making an impact on learning? The journal of Adventist Education® has launched a new ongoing feature section dedicated to showcasing best practices at work. The section will feature experiences of practitioners who have successfully implemented best practices to solve a problem, enhance the learning environment, or stimulate and engage students.

We invite papers that describe how teachers and school administrators are utilizing best practices in the classroom or across school settings to engage learners, strengthen the curriculum, and help learners navigate the process of discovery. Each paper should clearly describe the learning environment, the best practice employed, the process of implementation, challenges and successes, evidence (qualitative and/or quantitative) to support impact on the learners, school, and community, recommendations for future practice, and a list of helpful resources.

Critical thinking, problem-solving, active learning, and collaboration, are all examples of research-based best practices that have been used to stimulate learners, invigorate classroom instruction, and consistently help learners scaffold information, connect principles and ideas, and make applications.


Section Editors: JAE Editorial Staff

Publication Date: Ongoing Feature (upon selection)

Perspective is a particular attitude, a point of view, or a frame of reference. It can also be a position, stance, or a way of seeing things. The Journal of Adventist Education®, the professional journal for Adventist Christian educators, has a perspective—one rooted in the seamless integration of faith with teaching and learning. Articles in this feature section critically exam an area of academic content through the lens of faith, and provide specific, in-depth recommendations for practice. The emphasis on strengthening faith within the discipline and beyond the classroom is underscored.