Call for Proposals
Special Issue Call for Proposals.
Special Issue on Literacy in Education. Call for submissions for Fall 2025:
This call for submission with a literacy focus includes the following possible topics, but is not limited to:
- Reading instruction and/or interventions
- Writing instruction and/or interventions
- Literacy skill development
- Literacy practices in PK-12 and higher education
- Education professional preparation with respect to reading and writing subject knowledge
- Dyslexia
- Literacy curriculum development
- Literacy as it related to science, technology, engineering, arts, and mathematics (STEAM)
- Socio-cultural influences on reading and writing instruction, development, and/or intervention
- Multilingual or multicultural perspectives on reading and/or writing instruction
- Contemporary education issues regarding reading and writing across the lifespan
Inter-disciplinary and inter-professional scholarly works are encouraged.
Manuscripts consider for publication include, but are not limited to, the following:
- Innovative instructional ideas
- Research findings
- Essays on educational topics
- Editorials on contemporary education issues
- Descriptions of innovative curriculum and teaching materials
- Descriptions of innovations and inventions
- Reviews of education-related materials, books, and websites
Submission Procedures:
Manuscripts should be 5,000 to 8,000 words (references included), in Times New Roman, 12-point font, double-spaced, in APA Seventh Edition format. All submissions will be peer reviewed. Manuscripts must be submitted via the journal's website. Submission deadline: April 15, 2025.
As always, the CTTLE journal continues to accept manuscripts from a wide range of educational and education-related topics regardless of eligibility for special issue status.
The Special Issue Will:
- Highlight the research and best practices that literacy educators or education professionals are doing in their own contexts.
- Connect to current trends in education (e.g., learning loss, social-emotional learning, mental health, education professional retention / shortage, increased student needs, instructional practices, intervention practices, assessment).
- Offer ideas or solutions that are practical and applicable across contexts.
For the purposes of this special issue, manuscripts submitted for publication should consider addressing the following items:
- A strong Literature framework: current literature (majority within the last 5 years),
- Provide practical, applicable recommendations for educators (if submitting a "Best Practices" manuscript)
- Address diverse learner populations and contexts
- Challenge dominant or traditional forms of thinking with possible innovations or uniquely practical findings/solutions
Submission Procedures:
Manuscripts should be 5,000 to 8,000 words (references included), in Times New Roman, 12-point font, double-spaced, in APA Seventh Edition format. All submissions will be blind peer-reviewed. Manuscripts must be submitted via the journal's website.
Submission Deadline: September 6, 2025
CTLLE Editor:
Dr. Julie Bell
Guest Editors:
Dr. Shari DeVeney, Dr. Elliott Ostler
The Journal of Curriculum, Teaching, Learning, and Leadership in Education (CTTLE) is a peer-reviewed, open-access journal with no author fees maintained through the University of Nebraska at Omaha College of Education, Health, and Human Sciences. The journal was developed in 2016, and since that time, has published 7 volumes, 9 issues (including 3 special-topic issues), and over 65 articles on a wide range of educational and education-related topics from authors across the United States and the world. The readership distribution is far-reaching as CTLLE articles have been downloaded in over 175 different countries by colleagues at over 3,000 distinctive institutions. As always, CTLLE continues to accept manuscripts from a wide range of education professionals and education-related topics regardless of eligibility for special issue status. There is no deadline for standard submissions.