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addres rural education in review of literature, research question, findings and/or discussion/implications will not be published.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

The NEW Promising Practices column highlights effective “boots-on-the-ground” practices with short, easy-to-read articles that tell stories of effective and emerging practices. We are seeking submissions from a variety of voices in educational settings, including teachers, administrators, community leaders, postsecondary institutions, 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. While there is no length requirement, we encourage the submission of written manuscripts that are 5-7 pages in length (approximately 3000 words). Photographs, illustrations, or work samples can be included.

Promising Practices manuscripts will not be sent out for peer review. Instead, Promising Practice articles will be reviewed by the editors based on the following criteria.

1) Overall Description of the Promising Practice: The description of the promising practice is clearly stated and easy to understand; the article tells a story or shares an example of a successful practice

2) Description of the Rural Context: The manuscript describes or explains the rural education setting in which the practice was created and refined. 

3) Level of Detail: Provides specific detail about what was accomplished and its impact so that readers can understand and consider implementing the practice, including concrete, specific, relevant examples from one or more rural education settings.

4) Evidence:  Provides evidence (e.g., outcomes, evaluation data, reflections) that the practice shows promise for rural education

5) Connection to rural: Describes why the practice is particularly relevant or meaningful for rural people, communities, and/or schools. Reviewers can use these questions to consider connections to rural: (1) Does the submission support rural schools and communities? (2) Will this submission matter to rural education practitioners, advocates, and researchers?  (3) Does this submission expand, strengthen, or complicate our understandings of rural education? (4) Does the submission avoid stereotypes and deficit ideologies?

6) Writing: Writing is clear, easy to read and engaging.

If you have any questions about your ideas for a submission to Promising Practices, contact Amy Price Azano at azano@vt.edu.  

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)