Jazz Education in Research and Practice

Call for Submissions: Jazz Education in Research and Practice (JAZZ)

JAZZ is distributed to all JEN members upon publication and available to the general public through JSTOR and Project Muse. We are excited to announce that our JEN research journal, Jazz Education in Research and Practice (JAZZ), transitioned to rolling submissions starting September 1, 2023. This change means you can submit articles any time.

We should note that submission within a certain time frame will not guarantee publication in a particular volume. As each issue has a maximum page count, the number of accepted articles within particular categories need to align with the general format of each volume. We still anticipate that volumes are published yearly with the new volume being available at the JEN conference in January.

For more information about author submissions, use the following link: https://scholarworks.iu.edu/iupjournals/index.php/jazz/information/authors

For questions contact the editor: Martin Norgaard at mnorgaard@gsu.edu 

You may also contact the managing editor: Donna Williams at dwilliams488@gsu.edu

Submission Overview

Jazz Education in Research and Practice (JAZZ) is an international, peer-reviewed journal in jazz education, offering a platform for scholars, practitioner-researchers, and educators to contribute to the global academic jazz community. We welcome original manuscripts on any aspect of jazz teaching and learning, including improvisation, composition and arranging, theory, history, or performance, as well as other related areas. All submissions should adhere to rigorous academic standards, including analytical depth, and critical engagement with relevant literature and/or primary sources.

Research Articles (5000–8000 words): Original, empirical, and data-driven studies that advance knowledge in jazz education. Submissions should present clear research questions, be grounded in relevant literature or primary sources, use appropriate methodologies (e.g., qualitative, quantitative, historical, ethnographic, mixed-methods, etc.), and offer evidence-supported conclusions that advance both theory and/or practice. Submissions must address: a) objectives or purposes; b) a review of relevant scholarly literature; c) theoretical frameworks, methodology and/or techniques; d) results, findings, or substantiated conclusions; e) a discussion of the findings/results in the context of current research including the significance of the study.

Scholarly Essays (3,000–8,000 words): Critical, interpretive, or argument-driven explorations of significant issues and developments relevant to jazz education. Submissions may draw on philosophy, history, pedagogy, reflective practice, or illustrative assessments to address important questions and advance understanding in the field. Authors are expected to situate their work within existing scholarship and ongoing academic conversations, contributing original perspectives on teaching, learning, curriculum, assessment, policy, technology, or community. Submissions are encouraged to foster scholarly discourse demonstrating how their insights contribute to or challenge existing perspectives. (Classroom- or ensemble-based practical strategies are generally outside the scope of this section and are better suited for the Classroom Hits category.)

Classroom Hits (1200-1500 words): Concise, scholarly accounts of innovative strategies in jazz education that connect theory with direct classroom or ensemble teaching. Submissions should be practical but still situated in existing research, and highlight creative approaches to teaching, course design, or assessment. They should be informed by reflective practice and oriented within relevant literature, primary sources, or other scholarly contexts. Authors are expected to present the innovation in a clear, step-by-step format that enables replication or adaptation by other educators. Submissions may include assessment outcomes, comparative performance data, observed learning improvements, or documented instructional impact.

Book Reviews (1800-2500 words): Critical, thoughtful, and scholarly evaluations of recent books related to jazz education. Reviews should engage deeply with the work’s content, approach, and contributions, situate it within relevant scholarship, and highlight implications for teaching, learning, curriculum, or practice. Submissions should provide a balanced critique that goes beyond summary, acknowledging both strengths and limitations, and provide insights that are informative for readers. Reviews must maintain a professional and respectful tone, reflecting the high standards of JAZZ.

The title page should include: the title of the article, the names of all authors, their affiliations and email addresses, and funding mechanisms if applicable. No other parts of the submission should include information that can be used to identify the authors.

The article should be accompanied by an Abstract of 150-200 words and three to five key words. Please do not include citations in the abstract.

Journal articles should be no more than 8000 words including endnotes, citations, and abstract using APA format. Please refer to the style guidelines on the website at https://scholarworks.iu.edu/iupjournals/index.php/jazz/about/submissions#authorGuidelines

• Mentoring

The JENRInG Mentoring Initiative is a service provided by published JENRInG writers and authors experienced in the process of peer-reviewed publishing. We assist aspiring jazz researchers who may be interested in submitting articles for publication in Jazz Education in Research and Practice (JAZZ). Mentoring teams are matched one-on-one according to shared fields of expertise and styles of research. Those interested in either obtaining or providing mentoring are invited to contact Dr. Tish Oney, JENRInG Mentoring Chair at tishoney@gmail.com.

Important Dates:

Full Article Submission - Rolling

Notification regarding acceptance/revisions - Rolling

Publication of Volume VII - January, 2026