The SUP editorial team is actively seeking proposals for 2023 themed issues. An issue should include six to ten articles. A maximum of three articles in each issue can be invited; all others must be considered via a peer review process. These articles can be research articles, practitioner papers, or conceptual papers. Each themed issue will require a guest editor or a pair/team of guest editors. The themed issue will be published by Emerald Publishing.

Guest editors should submit a proposal that includes the following:

  1. Introduction of Guest Editor(s): Describe your relevant professional experiences, particularly with regard to editing peer-reviewed manuscripts and with regard to your proposed theme.
  2. Rationale for the Theme: Share why this theme important and timely or relevant to NAPDS members and to the fields of school-university partnerships, PDSs, and teacher education.
  3. List of Potential Authors (4-6): When compiling the list, consider individuals able to write effectively to meet the wide range of SUP readers. Articles need to accessible, appropriate, and applicable to a diverse audience. Likewise, be sure that authors are representative of the association’s members. Actively seek out authors who are not from your institution or affiliated with your institution’s partnership(s).
  4. A List of Potential Article Topics: Please provide a list of potential topics that would be appropriate to the proposed issue theme, with each accompanied by a few descriptive sentences.

Please submit themed issue proposals to SUP at by Monday, February 20, 2023.

A decision regarding the selected proposal(s) will be shared with guest editors by Monday, February 27, 2023, so that calls for articles can be sent to the NAPDS membership in a timely manner. SUP anticipates the publication of at least one themed issue per year. The full cycle of proposal acceptance through issue publication will occur during a less than one-year span.

Please contact David Hoppey, Co-editor, at with any questions about this exciting opportunity.

Past themed issues:


  • A Culture of Caring in School–University Partnerships” edited by René Roselle (Sacred Heart University), Robin Hands (Sacred Heart University), Seth Parsons (George Mason University), Mandy Bean (George Mason University)
  • “Teaching in Times of Uncertainty” edited by Sara Helfrich, Sara Hartman, and Marcy Keifer Kennedy (Ohio University)


  • “The Responsibility and Response of School-University Partnerships in a Time of Crisis” edited by Janna Dresden (George Mason University), Melissa Baker (University of South Carolina) and Diane Gomez (Manhattanville College)
  • “Centering Antiracism” edited by Shamaine Bertrand, Erin Quast, and Kyle Miller (Illinois State University)


  • “The Impact of Teacher Leadership on Student Learning in Professional Development Schools” edited by Jana Hunzicker (Bradley University), Rhonda Jeffries (University of South Carolina) and Suzanna Nelson (John C. Fremont Middle School, Las Vegas, NV)
  • “Equity in Professional Development School Partnerships”edited by Drew Polly (University of North Carolina at Charlotte) and Christie Martin (University of South Carolina)


  • “Goodlad’s Legacy: A Historical and Contemporary Look at the Work” edited by Bernard Badiali and Megan E. Lynch (The Pennsylvania State University)


  • “Furthering the Education Profession: Partnership in Action” edited by Somer Lewis, Amy Garrett Dikkers, and Lynn Sikma (University of North Carolina, Wilmington)
  • “Mutually beneficial PDS models: what does mutually beneficial look like?” edited by Emily Reeves (Midwestern State University), Angela Cartwright (Midwestern State University), and Cindy Waddell (Sheppard Elementary)


  • “Technology to support and enhance Professional Development Schools” edited by Laila J. Richman and Andrea Parrish (Towson University)
  • “Teacher inquiry in Professional Development Schools: How it makes a difference” edited by Eva Garin (Bowie State University) and Rebecca West Burns (University of South Florida)


  • “What it means to be a Professional Development School” edited by Kristien Zenkov, Audra Parker, Seth Parsons, Alicia Bruyning, Ellen Clark, and Nisreen Daoud (George Mason University)