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Leadership in Education aims to shed light on the people, processes and systems that are being created worldwide to address educational inequities, injustices and inadequacies.
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Scope
Leadership in education is provided by educators at all levels of the various organizations and government bodies that comprise educational sectors across the world. We need leadership in education because many students and their families do not benefit from the educational policies and practices that are in force. Leaders are those who influence change in policies and/or practices designed to better serve all learners. Because diverse, complex, contextual factors shape educational systems including schools and colleges, leadership takes many forms and resides in a variety of processes. Leadership can be individual and also collective.
We aim to publish high quality papers that shed light on the people, processes, and systems that are being created worldwide to address educational inequities, injustices and inadequacies. We are interested in a wide range of leadership approaches taken by individuals, organizations and groups including, but not limited to: principals, superintendents, heads of school, teachers, faculty, deans, administrators in postsecondary education, legislators, community organizers, parents, policymakers, and students themselves.
We seek submissions from a wide variety of settings, cultures, geographical regions, language groups, types of school, institutions of higher education, and systems of education, public and private. We encourage rigorous, scholarly submissions using quantitative, qualitative and mixed methodologies. We are particularly interested in learning how the policies and practices at the center of the essay, research article, or literature review offer the potential for new directions in education that address current inequities in educational outcomes.
Indexed in: Google Scholar, DOAJ, CrossRef, CLOCKSS, ERIH PLUS
PMCID: NA
Leadership in Education welcomes submissions of the following article types: Brief Research Report, Conceptual Analysis, Correction, Editorial, General Commentary, Original Research, Policy and Practice Reviews, Policy Brief, Review and Systematic Review.
All manuscripts must be submitted directly to the section Leadership in Education, where they are peer-reviewed by the Associate and Review Editors of the specialty section.
Articles published in the section Leadership in Education will benefit from the Frontiers impact and tiering system after online publication. Authors of published original research with the highest impact, as judged democratically by the readers, will be invited by the Chief Editor to write a Frontiers Focused Review - a tier-climbing article. This is referred to as "democratic tiering". The author selection is based on article impact analytics of original research published in all Frontiers specialty journals and sections. Focused Reviews are centered on the original discovery, place it into a broader context, and aim to address the wider community across all of Education.
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