1. Special-issue topics should have a focus on learning, instruction, or performance improvement (education broadly conceived).
2. Special-issue proposals should include:
a. Theme for special issue
b. Aims and scope of proposed special issue
c. Name/credentials of proposed special-issue editor(s)
d. List of prospective authors with draft paper titles (this is neither a guarantee of manuscript acceptance nor does it preclude accepting manuscripts that have not yet been identified)
3. Special-issue consideration will begin after the deadline. All proposals submitted for consideration are distributed to the Editorial Board for input/feedback as to the timeliness/relevance for ETRD, extent to which special-issue topic is warranted and in journal's interest to promote, etc. If the Editorial Board indicates interest in one of the topics submitted, we typically request more detailed abstracts, author names to be invited, etc. We also ask the guest editor(s) to solicit a call for potential authors for the theme issue to ensure that full participation is possible (and to avoid the appearance of a buddy system).
4. The Editorial Board and ETRD publisher Springer want to ensure that a balance across Research and Development is maintained in a special issue (if available, we would include Cultural and Regional focused manuscripts).
5. After the call for potential authors/abstracts has generated a pool of candidates for the special issue, the guest editor(s) and journal Editor (me in this case) will identify the most promising papers, establish a deadline for submission of papers, perform an initial review done by guest editor/potentially pool of knowledgeable reviewers, make suggestions for edits/rejections/etc.
6. Editorial Board reviewers provide feedback to authors, with final submissions (subject to regular ETRD review to ensure alignment with mission). At this point, publication timeframe can be identified.