- Bibliographic Requirements
- Open Access
- Peer Review
- Submission Terms
User Accounts and Notifications
Users are not required to create an account on the Catholic Education website in order to view or download published articles. An account is needed only to submit manuscripts for review or to participate as a peer reviewer or Focus Section editor. To create a new account or to log in to an existing account, click on the "My Account" tab.
Users may join the journal's email announcements list to receive notifications of new issues and other updates from the Editorial Board. Select "Receive Custom Email Notices or RSS" from the options in the side bar to configure your notification preferences.
The account information and email addresses collected on this site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
This journal utilizes the LOCKSS (Lots of Copies Keep Stuff Safe) system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.
Authors are asked to include URLs or DOIs for online resources whenever available.
Articles published in Catholic Educationwill be assigned Digital Object Identifiers (DOIs) through the CrossRef System. DOIs are permanent identifiers for online information; even if the article moves between servers or systems, its DOI remains consistent, facilitating its location regardless of where it is on the internet. In exchange for assigning DOIs to articles published in the journal, authors should provide DOI information (when available) for referenced works. For more information on DOIs, please see the APA Publication Manual(6th ed.) and http://crossref.org
Authors retain copyright to articles submitted to Catholic Education: A Journal of Inquiry and Practice. However, Loyola Marymount University (the Publisher) requests that the work also be licensed under a Creative Commons Attribution License (CC BY 3.0 US). This license allows others to share the article as long as they acknowledge its authorship and its publication in this journal.
General Terms and Conditions of Use
Users of the Digital Commons at Loyola Marymount University and Loyola Law School website and/or software agree not to misuse the Digital Commons at Loyola Marymount University and Loyola Law School service or software in any way.
The failure of Digital Commons at Loyola Marymount University and Loyola Law School to exercise or enforce any right or provision in the policies or the Submission Agreement does not constitute a waiver of such right or provision. If any term of the Submission Agreement or these policies is found to be invalid, the parties nevertheless agree that the court should endeavor to give effect to the parties' intentions as reflected in the provision, and the other provisions of the Submission Agreement and these policies remain in full force and effect. These policies and the Submission Agreement constitute the entire agreement between Digital Commons at Loyola Marymount University and Loyola Law School and the Author(s) regarding submission of the Article.
Catholic Education: A Journal of Inquiry and Practice is proud to be indexed on the following indexing sources:
- The Education Resources Information Center (ERIC)
- Academic OneFile
- InfoTrac Custom
- InfoTrac Onefile
- Google Scholar
- Directory of Open Access Journals
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
All submitted manuscripts are read by editorial staff who make an initial determination of the manuscript's suitability for peer review. If cleared for peer review, manuscripts are sent to at least three peer reviewers in a blind review process.
Peer reviewers are asked to rate the general readability and quality of the manuscript, its clarity and structure, its contribution to the field of Catholic education, its alignment with the mission of the journal. In addition, reviewers are asked to provide substantive written assessments of the research practices, analyses, and conclusions presented in the paper. This written feedback is an essential resource for authors when revising their manuscripts. The editors are looking for articles that are rich in quality, skill, thinking, integrity, and are in agreement with the mission of the Journal.
Peer reviewers provide formative feedback on the manuscript and make one of the following recommendations:
- Accept submission;
- Accept submission with minor revisions;
- Major revisions required for acceptance; or
- Reject submission
We welcome all colleagues who wish to participate as peer reviewers. If you would like to volunteer to be a peer reviewer, please contact the Managing Editor.
View the full submission agreement.
Submitted articles cannot have been previously published, nor be forthcoming in an archival journal or book (print or electronic). Please note: "publication" in a working-paper series does not constitute prior publication. In addition, by submitting material to Catholic Education: A Journal of Inquiry and Practice, the author is stipulating that the material is not currently under review at another journal (electronic or print) and that he or she will not submit the material to another journal (electronic or print) until the completion of the editorial decision process at Catholic Education: A Journal of Inquiry and Practice. If you have concerns about the submission terms for Catholic Education: A Journal of Inquiry and Practice, please contact the editors.