Are you interested in reviewing articles for Impact?
Impact is the practitioner journal of the Chartered College of Teaching. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators.
Each issue is peer-reviewed, helping us to ensure that articles are original, methodologically rigorous and relevant for teachers. The purpose of the review process is to provide constructive feedback to support authors in developing their articles.
We welcome the views of both researchers and teachers with experience and knowledge across the wide range of themes covered in each issue. Peer reviewers are asked to critically assess the quality, clarity and relevance of articles for a teacher audience. We provide guidance for our peer reviewers, so prior experience of reviewing is not necessary.
Impact is published termly, and we are usually most in need of reviewers in November/December, March and June.
If you would like to be added to our reviewer database, please complete the form below and we will get in touch with you with relevant articles in due course. If you have any questions or problems with accessing the form, please email journal@chartered.college
‘Impact Digest’ call for papers
For our upcoming special issue of Impact, which will differ in format from a standard issue, we are seeking papers focusing on SEND and inclusive practice. We are looking specifically for case studies on strategies used to support students in the classroom with the following needs:
- Cognition and learning needs (i.e. working memory; attention; inhibitory control; cognitive flexibility; organisation and planning; self-monitoring; emotional self-regulation; initiation)
- Specific learning difficulties (i.e. dyslexia or literacy difficulties; dyscalculia or numeracy difficulties; developmental co-ordination disorder (DCD); dysgraphia)
- Speech, language and communication needs (i.e. language delay; EAL; Developmental Language Disorder)
- Autism spectrum disorder
- Sensory and/or physical needs
- Hearing impairment, vision impairment and multi-sensory impairment
- Physical disabilities
- Social, emotional and mental health difficulties
- Neurodiversity
- Attention Deficit Hyperactivity Disorder.
Case studies should present scenarios where strategies are tried over time, and will accompany research-based guides on each of the bullets above. An accompanying glossary of terms will guide readers through complex issues and specific terminology. We welcome case studies and reflections from mainstream as well as special schools, and encourage voices from primary, secondary, and early years settings.
Article types include:
Case studies (1,000-1,500 words): Detailed studies of single settings or occurrences with clearly defined boundaries, such as a pedagogical intervention, an assessment initiative or an approach to CPD in a particular context
Reflections (500-1,000 words): Teachers discussing a specific piece of research and how it has informed their practice.
Submissions
The Chartered College of Teaching is committed to furthering equality, diversity and inclusion across our organisation, and we seek to promote a range of voices in Impact and all our content to ensure that our work is fully representative of the teaching profession. We encourage authors with protected characteristics, particularly relating to race, religion or belief, disability and sexual orientation, as we know that these areas are underrepresented in our content. We welcome submissions from all prospective authors, across the full range of phases and settings, including early career teachers.
If you wish to submit to this issue, please complete the relevant section of this form, specifying which article type you intend to write.
Deadlines
Abstract submissions deadline: 16 February
Notifications of accepted proposals sent to authors: 20 February
Full drafts submitted: 18 March
If you do not hear from us by 20 February, please contact us at journal@chartered.college
If you are from a commercial organisation, please contact the publishing team on the email above prior to submitting.
Please add notifications@email.submittable.com to your list of contacts to ensure that you receive updates on your submissio