Interested in submitting to this journal? We recommend that you review the section policies and criteria, below,  as well as the Author Guidelines. Authors need to register with the journal prior to submitting or, if already registered, can simply log in and begin the five-step process.

All manuscripts must demonstrate significance for  rural education.  In considering rural salience, reviewers are  encouraged to consider four questions: 1. Does the manuscript support rural schools and communities in their education work? How will this manuscript matter to rural education practitioners, advocates, and researchers? Does this manuscript expand, strengthen, or complicate our understanding of rural education? Does the manuscript avoid stereotypes and add to an understanding of rural places as rich and complex?

SECTION CRITERIA

Research Articles

Research Articles ontribute to our understanding of educational issues in rural contexts. Submissions must explicitly address rural education by defining rural and/or by extensively describing the unique rural setting.  Research that happens to be set in a rural setting but does not explicitly addres rural education in review of literature, research question, findings and/or discussion/implications will not be published.

Research Articles are typically about 25 pages in length, including references.

 Research Articles will be evaluated based on the following criteria:

1) Current and sufficient review of literature grounds the study in rural education contexts

2) Research methodology is appropriate and sufficiently described

3) Data analysis and findings/results are appropriate and adequately described.

4) Appropriate and thorough discussion of conclusions, implications and limitations with a focus on rural education

5)Significance of the research for rural education contexts: Does the manuscript support rural schools and communities in their education work? How will this manuscript matter to rural education practitioners, advocates, and researchers? Does this manuscript expand, strengthen, or complicate our understanding of rural education? Does the manuscript avoid stereotypes and add to an understanding of rural places as rich and complex?

6) Clarity of writing (syntax, style, mechanics, organization

 

Promising Practice Articles

Promising Practices articles are intended to highlight effective and emerging practices by and for educators in rural settings.  The Rural Educator encourages submissions from a variety of voices in educational settings with expertise about practices that hold promise to support teaching and learning in rural education including teachers, administrators, community leaders, non-profit organizations and others with experience in rural education. Promising Practices should describe the rural educational setting, the practice and its outcomes, and may include reflections on rural education practices. Educators who have found success with particular instructional practices, assessments, collaboration and partnerships, or other educational practices are encouraged to share those experiences with readers of The Rural Educator.

Manuscripts submitted for Promising Practices can take many forms, including multi-media and other forms. Typical submissions are 15-20 pages but may vary.

Promising Practices manuscripts will be reviewed based on the following criteria.

1) Introduction: Clearly introduces why this practice will be of interest to readers of the journal.

2) Description of the Practice: Context: Describes the rural education setting in which the practice was created and refined.

3) Description of Practice: Detail: Describes the rural education practice with sufficient detail so that the reader can understand the practice.

4) Description of Practice: Concrete Examples: Description of the practice includes concrete, specific, relevant examples from one or more rural education settings.

5) Evidence: Provides some evidence (empirical or anecdotal, etc.) that the practice shows promise for enhancing rural education.

6) Connecting Practice to Theory: Discusses the practice in light of current, appropriate literature (including theory and scholarship).

7) Significance of the Practice: Describes why the practice demonstrates benefit for rural people, communities, and educational settings.

8) Conclusion: Provides a thorough discussion of the implications and conclusions for rural education policy or practice as well as discussion about how the practice might be applicable or transferred to other contexts.
 
9) Clarity of writing (syntax, mechanics and organization)
 
 

Reviews of Research

Reviews of Research synthesize research related to a specific topic within the research priorities outlined in the National Rural Education Association Research Agenda—2016-2021. The purpose of the NREA Research Agenda is to identify broad areas where further study of student experiences in the rural context are essential for building capacity and advancing rural students’ educational attainment. While each priority defined by the NREA Research Agenda may not be uncommon in the field of education, there may be little research in each priority area that explicitly addresses rural education.  For this reason, the editors of The Rural Educator seek Reviews of Research that address priorities in the NREA Research Agenda. Reviews of Research should summarize and synthesize specific topics within one of the NREA Research Priorities and identify gaps in the research as they relate to rural education contexts.

Reviews of Research are typically under 30 pages in length, including references.

Reviews of Research will be evaluated based on the following criteria:

1 )Addresses a significant problem area within one of the ten priority areas of the NREA Research Agenda

2) Establishes importance of the topic for rural education

3) Reviews current and seminal research within the topic area

4) Thoroughly and succinctly summarizes and synthesizes research within the topic area

5) Explicitly identifies findings and gaps in the literature as they relate to rural education

6) Makes recommendations for future research where further study of student and educational experiences can contribute to building capacity and advancing students’ attainment in rural contexts

7) Writing is clear (syntax, style, mechanics, and organization)