Check out the latest articles published in the Educational Planning Journal.  They cover a variety of topics from the principalship in China to filling principal vacancies, to inclusive education and knowledge management.  There is sure to be an article of interest for individuals around the world interested in educational planning.

The editor of Educational Planning, a refereed journal of educational planning issues, invites the submission of original manuscripts for publication consideration. Educational Planning is the official journal of the International Society for Educational Planning. The audience of the journal includes national and provincial/state planners, university faculty, school district administrators and planners, and other practitioners associated with educational planning.

The purpose of the publication is to serve as a meeting place for scholar-researcher and the practitioner-educator through the presentation of articles that have practical relevance to current issues and that broaden the knowledge base of the discipline. Educational Planning disseminates the results of pertinent educational research, presents contemporary ideas for consideration, and provides general information to assist subscribers with their professional responsibilities. Manuscripts preferred for inclusion are those from practitioners, reports of empirical research, expository writings including analyses of topical problems, or case studies. Unsolicited manuscripts are welcomed.

The following criteria have been established for the submission of manuscripts.

STYLE: All formatting should adhere strictly to the current guidelines set in the Publication Manual of the American Psychological Association.

LENGTH: The manuscript, including all references, figures or illustrations, charts, and/or graphs, should not exceed 20 pages. In addition, an Abstract (between 150-500 words on a separate sheet of paper) describing the focus of the manuscript should be included at the beginning of the manuscript.

WORD PROCESSING: SINGLE-SPACE all text using TIMES NEW ROMAN with a 10 point type. Headings and sub-headings should be in ARIEL with a 10 point type. Provide 1.0 inch margins top and bottom, and 1.5 inch left and right, with 1.0 inch header and 1.0 inch footer. The body of the manuscript must be no wider than 5 1/2 inches to fit the paper. Lengthy tables, drawings, and charts or graphs should be scaled to the dimensions given and should preferably be camera-ready.

FORM of SUBMISSION: Send the manuscript to the Editor electronically in Microsoft Word as an attachment to an email. The email address is: tchan@kennesaw.edu

The manuscript should include the following:

  • Title Page
  • Title of the manuscript
  • Date of Submission
  • Author(s) name, mailing address, telephone number, email address, and fax number
  • Biographical sketch not to exceed 75 words
  • Abstract
    An abstract not to exceed 500 words on a separate page
  • Body of the Manuscript
    Text of the manuscript not to exceed 20 pages, including references, tables, etc.
    If the manuscript does not meet the guidelines exactly, it will not be reviewed and will be returned to the author.
    Author(s) name or any other identifying information should not be included on the abstract or the manuscript. Authors are responsible for copyright clearance and accuracy of information presented and submission implies that the same manuscript has not been submitted to other publications. Editorial reviewers and editors will review all manuscripts. Points of view are those of the individual authors and not necessarily of ISEP.

Please send manuscripts to:

Editor:
Educational Planning
Dr. Tak. C. Chan
E-mail: tchan@kennesaw.edu

We are asking for submissions for blog posts about educational planning or experiences with ISEP.

Please keep your posts under 800 words and write for web-friendly reading.

Please send submissions to aford5@gwu.edu. We will try to review within a week and give you a posting date.

Thank you!

trying this

Volume 25, Issue 1

An Examination o fTwo Studies on Chinese Principalship:  Implications for Educational Planning

Dehua Liu and Tak Cheung Chan

The purpose of this paper is to critically review two studies conducted ten years apart to examine the roles and responsibilities of school principals in China. Data of one study were collected from seven provinces of south China while those of the other study were mainly from Changsha area, Hunan Province. Though the same survey instrument was used in both studies for data collection, because of time and location differences, direct comparison of findings tend to be inappropriate. Longitudinal approach of school leadership studies in the future is recommended. Results of this review showed that principals in these two studies had unbalanced workload in distributing their effort in dealing with daily school businesses. The research approaches and findings of these two studies have significant implications for planning of educational leadership programs, planning of daily school practices and planning for future research in school leadership.

Planning Strategies to Fill Principal Vacancies:  The Issues and Some Choices

Pamela A. Lemoine, Thomas J. McCormack and  Michael D. Richardson

Superintendents, personnel directors and school boards across the nation are faced with a growing problem of locating high caliber replacements for the exodus of school principals that began as we entered the decade of the 1990s. This departure, which began as natural attrition due to age and retirement, has been accelerated by several other factors including working conditions, educational reform and lack of funding for educators and educational programs. Since principals are critical to school success and student performance an examination of principal selection strategies is critical, particularly the planning needed to find the best applicants. There are several selection strategies that superintendents and school boards can use to recruit and employ the best candidates available, including “grow your own” prospective principals.

Inclusive Education Plans and Practices in China, Thailand, and Turkey

Tanyathorn Hauwadhanasuk, Mustafa Karnas and Min Zhuang

As the changing world becomes more globalized and diverse, people become more connected. It is beneficial educators to learn about the educational practices of every nation. Educational planning efforts promote inclusive education and practices in the three countries: China, Thailand, and Turkey. It is important to raise awareness of the ways that history, culture, social perceptions, and public policy influence special education. The purpose of this paper is to investigate the transitional process of special education programs, services, and public policy toward inclusive education in China, Thailand and Turkey. In addition, this paper aims to present the development of educational plans that promote inclusive education and practices in these countries. The results of this paper indicate that the special education development and its process in China, Thailand, and Turkey are challenging. China is anxious for special education reform. Thailand has progressive special education initiatives spreading throughout the country. The education policies in Thailand and Turkey have addressed issues regarding children with disabilities and appear to move toward inclusion for individuals with disabilities. Indeed, the prospects for individuals with disabilities in these three countries are improving.

Knowledge Management Issue:  A Case Study of the Department of Educational Administration at a Saudi University

Fatemah Abdullah Alhazmi

This research employs a qualitative methodology to investigate Knowledge Management (KM) in the department of educational administration at a Saudi university. The research seeks to establish an understanding of KM, including its implementation and challenges. The findings from the participants are grouped into three major themes, each of which contains a number of sub-themes: (1) Understanding KM; (2) applying KM; and (3) the challenges of applying KM. The study is divided according to the participants’ understanding of KM into five sub-themes: (1) the process of knowledge creation, socialisation, externalisation, combination and internalisation; (2) sharing tacit knowledge; (3) finding data electronically; (4) transferring tacit knowledge to explicit knowledge; and (5) sharing information. The results reveal the majority of interviewees view the implementation of KM as straightforward in the area of research and weak in the area of administration. All the interviewees stated that the main challenges when implementing KM in their department relate to issues of administration and culture.

Welcome to WordPress. This is your first post. Edit or delete it, then start blogging!

just trying this!

Welcome to WordPress. This is your first post. Edit or delete it, then start blogging!

The International Society for Educational Planning (ISEP) was founded on December 10, 1970, in Washington, D.C. Over 50 local, state, national, and international planners attended the first organizational meeting. Since then the dynamics of educational reform throughout the world have demonstrated that there is need for a professional organization with a primary focus on educational planning and policy. Mission The mission of the International Society for Educational Planning (ISEP)is to improve education through the application of planning processes. This mission is elaborated through the functions of the Society:

  •  To advance the education of humankind through the application of knowledge, resources, and creative abilities of educational planners;
  •  To improve the knowledge, resources and creative abilities of educational planners;
  •  To encourage, support, guide and advance educational research and evaluation cooperatively with educational planning;
  •  To support and assist educational institutions in the establishment and improvement of organizational entities, activities, and programs which enhance the effectiveness of educational planning;
  •  To enlarge the vision of educational administrators and the effectiveness of educational programs through knowledge and use of educational planning techniques; and
  •  To improve the educational achievement and feelings of self worth of all students through the planning for and improvement of teaching and learning experiences.

Purpose The International Society for Educational Planning was established to foster the professional knowledge and interests of educational planners. Through conferences and publications, the Society promotes the interchange of ideas within the planning community. The membership includes persons from the ranks of governmental agencies, school-based practitioners, and higher education. The Journal The peer-reviewed journal of the Society, Educational Planning, is published quarterly and circulates to individual and institutional members in more than twenty countries. Theoretical, empirical, and application papers are encouraged. Membership in the society includes a subscription to the journal. Annual Meetings In the fall of each year, ISEP members meet to present and discuss papers, and to share ideas less formally. These papers are often published in Educational Planning. This is the occasion for collegial dialogue, for establishing and renewing friendships, and for professional growth. A highly prized aspect of these conferences is the opportunity they afford for dialogue and reflection between those whose orientation to planning is primarily academic and those who carry out planning in educational and governmental institutions. The Society is truly a meeting ground for the world of academe and the world of practice.Please click on the following links to learn more about the International Society for Educational Planning, membership in the Society, and submission of manuscripts to the Educational Planning journal.

To Apply:

Pay by credit card using the appropriate membership type below.
-or-
Mail payment by check, money order, or PO and the application below –along with your full name, address, and institutional information — to:

Dr. Glen I. Earthman at the address below:

Fees:


Professional Membership + Subscription to Education Planning – $125

btn_buynowCC_LG


Institutional Membership + Subscription to Education Planning – $125

btn_buynowCC_LG


FOR MEMBERSHIP FORMS OR INFORMATION, PLEASE CONTACT:

Professor Glen I. Earthman
2903 Ashlawn Drive
Blacksburg, VA 24060-8101, USA
E-mail: earthman@vt.edu
We look forward to hearing from you!