Write for the Green Schools Catalyst Quarterly
All authors should adhere to these General Guidelines:
General Guidelines for GSNN Authors
Who We Are
The Green Schools National Network (GSNN) works with educators, government and non-governmental organizations and agencies, as well as private partners to create broad-based initiatives and successful strategies aimed at fostering healthy, sustainable K-12 schools across the United States. Founded by principals, superintendents, and teachers, GSNN is devoted to accelerating student achievement through the implementation of green, healthy and sustainable practices as outlined in our GreenPrint® for Green, Healthy, and Sustainable Schools.
GSNN provides K-12 teachers, administrators, leaders, and professionals with evidence-based resources and tools to maximize financial and natural resources; improve the health and well-being of staff and students; and prepare student with the knowledge and skills for a sustainable future.
GSNN’s audience consists of K-12 teachers, school administrators, facilities staff, green schools advocates, and partners in the business and nonprofit sectors who are invested in the green schools movement.
GSNN is looking for content that is informative and grounded in quantitative and qualitative evidence. We will prioritize case studies, stories that are embedded in best practices, and other articles that demonstrate impact on one specific pillar or multiple pillars of a green, healthy, sustainable school (decreasing the environmental footprint of schools and school districts; health and well-being; and curriculum that advances environmental and sustainability literacy). Preference will be given to content that has a professional, yet relaxed tone that addresses topics in a way that appeals to, and can be understood by, a wide range of audiences.
Do Not Send
GSNN will not publish articles that have a political bias, endorsements of specific products and services, and rants or inflammatory opinion pieces. GSNN has the authority to reject articles it deems inappropriate for publication.
GSNN values honesty from its writers in order to produce credible content grounded in best practices. If you are in any way connected to a story you are writing, please disclose this information upfront for the reader. This includes revealing any material relationships (e.g., the subject is an employer or employee).
GSNN prioritizes content that is written exclusively for the Network’s publications. You are more than welcome to promote the content on your website and on social media, just as long as you link back to GSNN.
The publication of articles that tell the story and provide information about research and practice in the green schools movement is an essential building block in the development of a coherent and respected network of knowledge. It is a direct reflection of the quality of work of the author, the institutions that support him or her, and the Green Schools National Network.
Authorship of the Paper
Authorship should be limited to those who have made a significant contribution to the conception, design, execution, or interpretation of the study or topic.
Originality and Plagiarism
The author should ensure that he or she has written entirely original works, and if the author has used the work and/or words of others, that this has been appropriately cited or quoted.
Multiple, Redundant, or Concurrent Publication
An author should not publish an exact manuscript via GSNN. We will consider, however, a modified buy ambien fast delivery version on the same research or topic if it is relevant to our audience.
Acknowledgement of Sources
Proper acknowledgment of sources is required for publication.
Disclosure and Conflicts of Interest
All submissions must include disclosure of all relationships that could be viewed as presenting a potential conflict of interest.
Fundamental Errors in Published Works
When an author discovers a significant error or inaccuracy in his or her own published work, it is the author’s obligation to promptly notify the journal editor or publisher and cooperate with the editor to retract or correct the paper.
Authors of reports of original research should present an accurate account of the work performed as well as an objective discussion of its significance.
Green Schools Catalyst Quarterly
The Green Schools Catalyst Quarterly (GSCQ), dives deep into topics that cut across the three pillars of a green, healthy, sustainable school, and addresses the role of leadership in advancing the green schools movement. A list of upcoming themes can be found below. Have a question about an upcoming theme? Contact firstname.lastname@example.org.
Each issue of GSCQ features research articles, case studies, practical application articles, columns, and reviews that:
- Highlight the latest qualitative/quantitative research and describe its implications for a green, healthy, sustainable school.
- Present in-depth case studies of schools or school districts doing exemplary work in environmental and sustainability initiatives.
- Describe practical application(s) or best practice(s) that are being implemented and scaled in schools and school districts across the country.
- Profile people at the school and district levels who are exemplars of transformational/regenerative/change leadership and making an impact on practice and/pr policy.
- Profile people, organizations, and/or agencies engaging in local, state, regional or federal partnerships that are supporting change at scale.
General GSCQ Author Guidelines:
- Articles should be between 1500 – 2500 words in length.
- Articles should address one or more of the following:
- best practices;
- lessons learned;
- benefits to students and/or teachers;
- tools/resources (as appropriate); and
- examples/case studies of real-world applications.
- Include a headline/title.
- Include quotes from educators when possible.
- A minimum of 1 photo is required to accompany the story.
- Images must be a minimum of 1200 pixels wide.
- Include the source of the image so credit can be assigned.
- Please do not embed images in the body of the document.
- Include a one paragraph bio(s) for the contributing author(s) to accompany the story.
- Preference will be given to articles that include live links to related/supporting material and/or suggest resources or tools of interest.
- Submit articles in MS Word. Documents should be single spaced and in an 11-point font. Avoid extra formatting.
- When submitting, include your name, title, organization, and contact email and phone number.
- Email draft articles for consideration to Cyndy Merse at email@example.com. Include “Write for GSNN: Green Schools Catalyst Quarterly” in the subject line, along with your intended topic (e.g., “farm to school” or “place-based learning”).
Upcoming GSCQ Themes
Curriculum that Advances Environmental and Sustainability Literacy – Summer 2018
Submission deadline: April 1, 2018
The third pillar of green, healthy, sustainable schools is focused on curriculum and instruction that advance civic engagement and education for sustainability (EfS). While articles in this issue will focus on curriculum, instruction, and how EfS can be differentiated from other progressive education initiatives, this issue will also address the crosscutting nature of the third pillar by highlighting how EfS can support school and district efforts to decrease environmental impact and improve the social, emotional, and physical well-being of students and their communities.
The Role of Schools in Community Health and Resilience – Fall 2018
Submission deadline: July 1, 2018
Everyone has a role to play in creating sustainable communities. Now, more than ever, our ability to adapt to change and live in
balance with our environment depends on the relationships we have with our human and nonhuman neighbors. As centers of the community, schools play a significant part in creating and sustaining healthy and resilient communities. They are important for supporting and leading in all facets of sustainable development: equity, economy, and the environment. In short, schools create and shape the tools and mindset needed to build and maintain resilient communities. This issue will feature research and case studies that show how schools and school districts act as centers of a resilient community.
Climate Change Education: Systems Thinking and Global Competencies for the Future – Winter 2018
Submission deadline: October 1, 2018
Climate literacy and climate change education are essential tools in shifting our conversations from climate change to restoring our planet’s climate system. This education starts with facilitating learning opportunities that support the thinking skills and global competencies our society will need to address the imbalances that created the conditions for climate change, and to explore economic, environmental, and social solutions for restoring our planet’s climate system for future generations. This issue features research and case studies that demonstrate how schools are preparing students with the systems thinking and global competencies needed for their futures.
Using the School Building and Grounds as a 3-D Textbook – March 2019
Submission deadline: December 15, 2018
Learning does not have to be confined to the classroom. The school building and its grounds offer unlimited opportunities for teaching students core subjects through the lens of sustainability. This issue features research and case studies that demonstrate how schools across the country are turning the classroom inside out to expose students to real world challenges without having to leave the school campus.