Submit an Article


Submit an Article

The COABE Journal is a peer-reviewed, practitioner-focused themed journal published semi-annually by the Coalition on Adult Basic Education (COABE). The COABE Journal seeks contributions from Adult Education professionals to share best practices, research, innovations, reflections, and reviews.

Articles for consideration should focus on topics such as those listed below and follow the criteria for the type of article noted in the submission guidelines. 

All submissions must follow the criteria and style of the 7th edition of the Publication Manual of the American Psychological Association. Check here for general paper formatting, grammar, and citation and reference guidelines. Please review and apply the principles outlined in the COABE Journal Style Guide prior to submitting your article.

We are not currently accepting any submissions. The next call for articles will be in the spring 2023, please check back then for information on the next topic.

Submission Guidelines

Instructional Practices and Learner Engagement/Program Development and Innovations (Double-Anonymous Peer Review) submissions should focus on best innovative practices for engaging learners in instructional settings and/or programs with unique characteristics or innovative characteristics that yield exceptional adult learner outcomes. These articles should provide the reader with evidence of effectiveness and positive impact on adult learners so that administrators and practitioners can replicate such innovations into their practice. Submissions should range between 2,000 and 5,000 words.

Original Research and Theory to Practice (Double-Anonymous Peer Review) submissions include original quantitative and qualitative research and/or the effective integration of educational theory to practice. These pieces aim to inspire others to apply these findings and/or practices to their adult education settings or contexts. Submissions should range between 3,000 and 5,000 words.

Innovative/Effective Material Integration (Double-Anonymous Peer Review) submissions should focus on innovative or cutting-edge practices that integrate print, electronic, software, or other technologies that demonstrate effective student understanding and outcomes. Manuscripts should present concise overviews of the technologies/materials, including relevant publications, URLs, or other information for accessing the resource. Readers should be able to effectively integrate these materials into their adult education settings, expecting similar learner impact and outcomes. Submissions should range between 1,000 and 2,000 words.

Reflection Essays (Editorial Review) include thoughtful discussions on issues (societal, policy, political, theoretical, etc.) and their impact on adult education administrators, practitioners, learners, or other stakeholders. These pieces may be written in first-person narrative form to provoke thoughtful reflection of the reader. Submissions should range between 1,000 and 1,200 words.

Review Essays (Editorial Review) should discuss recently published books or instructional materials or online instructional resources (websites, YouTube, TED Talks, etc.) that adult education administrators, practitioners, learners, or other stakeholders might find useful in their practice. These materials may include commercially available resources; however, such reviews should focus on the utility of the materials in adult education settings and should not be submitted by the resources’ author, an employee, or an affiliate of the project or publisher. Submissions should range between 800 and 1,200 words.

If you are writing a reflection piece, please contact before you begin writing. This is an important step in the process.

Each submission should be written in APA 7th edition style format and also include

  • An abstract of approximately 200 words giving an overview of what the article will cover.
  • A minimum of five keywords that researchers can use to find the article in the future.
  • A 50-100 word bio of each author, written in the third person.