Every three years, Texas Council of English Language Arts (TCTELA) selects a new editorial team for English in TexasEnglish in Texas is a national, peer-reviewed journal focusing on teacher research, classroom application, student writing, and professional development in English Language Arts.  The Journal Editorial Team has responsibility for all final decisions pertaining to the content and quality of each issue of English in Texas.  Email questions to the editorial team at englishintexas@uh.edu

Editorial Team from University of Houston

Margaret Hale, Ed. D.
Dawn Westfall, Ed. D.
Glen Russell, Ed. D.
Heather Pule, Ed. D.
Eve Zehavi, Ph. D.
Roni Dean-Burren

The editorial team of English in Texas, the peer-reviewed journal of the Texas Council of Teachers of English Language Arts, invites you to submit your manuscripts. Speak to Texas teachers about the practice of teaching the English language arts in Texas.

We also welcome submissions for our NEW standing columns (500-1000 words):

Putting It All Together:  This column focuses on opportunities teachers provide to integrate reading, writing, listening and speaking.  What are some successes you’ve had in integrating reading, writing, listening and speaking?  What resources have you consulted?  How do your students respond to integrated lessons as opposed to isolated lessons?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

The Tech-Savvy Teacher:  This column focuses on ways to incorporate technology into your daily teaching.  What are some technology tools you’ve found useful?  How do these tools inform your instruction?  How do students respond to these tools?  What is required to use these tools?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

New Teacher Voices:  This column provides a space for teachers with 3 or fewer years of classroom experience to have a voice.  Share with other young teachers and remind veterans what it is like at the beginning of a teaching career.  What are some of your great successes?  What lessons have you learned from your failures?  What is the best advice you have received?  What resources do you count on to get you through? To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

Call for Reviewers

English in Texas, the premier journal of TCTELA with a readership of 1,000+ throughout Texas and the U.S., is seeking reviewers to join the current group of professionals serving on our review board.  We highly value peer review by all stakeholders: practitioners, academicians, and administrators, who support the teaching of English Language Arts.  We are looking for reviewers with a wide variety of interests and areas of expertise.

If selected you agree to review no more than THREE manuscripts in a 12 month period.  Manuscripts should be reviewed and returned within 15 days.  If you are unable to complete your review within 15 days you can decline to review for that cycle.  Please note, however, that after two failures to review or two late reviews, you will be removed from the active list of the review board.

If you are interested, please let the editorial board know by contacting us at eintex@central.uh.edu.  We look forward to hearing from you. 

Calls for Submissions

English in Texas, Vol. 48.1
Spring/Summer 2018
Theme:  Fueling Our Fires to Thrive as Teachers
Manuscript Deadline:  April 1, 2018
Column Deadline:  May 1, 2018

Call for Submissions:  The 2018 conference theme is “Fueling Our Fires to Thrive as Teachers: An Energy Exploration.”  Teaching is hard work, and every one of us knows that.  We spend time trying to find just the right lesson for a standard we want to teach that will engage our students.  We spend time trying to figure out which of those books in our classroom library will be the perfect fit for the one student who hasn’t engaged in reading yet.  We spend time reading our students’ writing and giving them constructive feedback.  And sometimes, there just doesn’t seem to be enough time to get it all done!  Not only are we fighting to find the time to get it all done, we are also fighting to make sure that our voices are heard—in our schools, our districts, at the state level, and at the national level as well. 

Don Graves, in his book The Energy to Teach, talks about the emotional roller coaster that teachers experience every day.  He writes, “At times you will be second-guessed by parents, administrators, and pundits who have never taught.  Laws will be passed that try to govern the teaching transactions you make with children” (p. 2).  This emotional roller coaster he talks about drains our energy and makes it harder to be effective in our roles. 

How do we combat the draining effect that all of this has upon our professional and personal lives?  Graves would tell us that first we have to account for our time and energy and decide which activities gives us energy, which activities take energy away, and which activities are neutral.  He would next instruct us to look at those things that take energy away and come up with a plan to make them into energy gains.  Can we do this?  Certainly we can!  However, there are some strategies that might make this a little easier.

Networking and making connections across our schools, districts, and states is one way to make it easier.  Broad connections help, but finding that one colleague, according to Graves, is also a benefit and a way to find more energy in your teaching.  Meenoo Rami, in her book Thrive, provides many other ideas for helping to stay energized in your teaching, from finding connections, to listening to yourself, and even to keeping your work challenging!  In her book Conversations, Regie Routman reminds us that in order to be professionals, we have to challenge ourselves not only in our professional lives, but in our personal lives.  She writes that, “Without interests and time spent in activities and endeavors we love, our focus becomes pretty narrow.”  We have to be more than one-dimensional for our students.  If we aren’t interesting people, they aren’t going to be interested in our classrooms!

So we invite you to explore the ways in which you find the energy to be fully present in your teaching.  What are your interests that enrich your teaching?  What activities give you energy?  How do you take activities that might be energy drains and turn them into energy gains?  How do you find connections with colleagues, in your school and beyond the school walls?  How do these connections impact your teaching? 

We encourage you to think about these questions, and we invite interested individuals to submit manuscripts, conceptual, pedagogical, research-based, and theoretical, as related to this topic of “Fueling Our Fires to Thrive as Teachers.”  Please refer to the English in Texas website for manuscript submission guidelines.  Do not hesitate to contact the editorial team at EnglishinTexas@uh.edu should you have any questions. 

Furthermore, we invite interested individuals to submit ideas for our Spring/Summer columns, “Putting It All Together,” “The Tech-Savvy Teacher,” and "New Teacher Voices" as related to the theme of “Fueling Our Fires to Thrive as Teachers.”  The above descriptions detail each column as well as provide information for contacting the editorial team regarding your column idea.  Please query the editorial team BEFORE submitting your full column.

English in Texas Submission Guidelines

  • Inquiries and Innovations manuscripts are those that follow the biannual themes. Research articles should be no more than ten to fifteen double-spaced, typed pages in length (approximately 2,500 to 3,750 words), but classroom innovation articles should be eight to twelve pages in length (2,000 to 3,000 words).
  • Manuscripts should be typed in 12-point font and double-spaced throughout (including quotations, endnotes, and works cited), with standard margins. Microsoft Word 2004 or later is preferred. Please save copies of anything you send us. We cannot return any materials to authors.
  • Number all pages.
  • Adhere to the style guidelines set forth in the Publication Manual of the American Psychological Association 6th edition.
  • Ensure that the manuscript conforms to the NCTE Guidelines for Gender-Fair use of Language.
  • Tables and figures should be in separate file(s), but with their content included in the word count.
  • Provide an abstract of 150-200 words and a list of 5 key words pertaining to your Manuscript.
  • In your cover letter, please provide a statement guaranteeing that the manuscript has not been published or submitted elsewhere.
  • List your name, address, school affiliation, telephone number, and e-mail address on the title page only, not on the manuscript. Receipt of manuscripts will be acknowledged by e-mail.
  • Student consent forms for research-based articles will be requested upon acceptance of the article for publication.

Manuscripts should be sent by e-mail as an attachment.

English in Texas is peer-reviewed, and virtually all manuscripts are read by two or more outside reviewers. We will reach a decision on each article submitted for a themed issue within two months after the submission deadline, and articles of General Interest within five months after the submission deadline. In order to be considered, submissions must be received on or before the call deadline.