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Author Guidelines

Writing a book review for Education Review

In our experience no single recipe—if faithfully reproduced—will guarantee the production of a thoughtful and engaging book review. We, and readers, tend to favor reviews that identify, summarize and, most importantly, discuss the ideas and information presented in the book, develop original arguments about its key contributions or flaws, and establish its connections to the wider academic and policy literature.

The best reviews are not book reports—descriptive, often tedious, summaries of book chapters and key points. We seek reviews that discuss strengths, weaknesses, originality of ideas, and relevance of the book’s arguments by explaining, interpreting, and analyzing the text.

Reviewer Criteria

We seek qualified reviewers who:

• Hold or formerly held a teaching or research position at a university or academic institution or hold or formerly held a leadership position within a school or policy setting
• Communicate fluently in academic and professional English
• Share a commitment to the scholarly interests of the journal.

Note for StudentsEducation Review does not accept book reviews for class assignments and discourages instructors from requiring students to request to review. The journal will, however, consider book review submissions initially written for a course, if 1) a graduate-level instructor has suggested that the work is publishable; and 2) if the author writes a detailed letter explaining why the review should be published.

Review Procedures

Register. Book review authors need to have an active registration as authors in the system prior to requesting a book for review:

1) Register as an author by checking the box next to Author in the final step of the registration process.
2) Confirm that you are logged in as an author.

Request. Click on the "Request This Book for Review" link under your selected book. In the request email form provide a brief description of your interest in the book and qualifications for reviewing it. Please be sure to include your institutional affiliation and position. We do not accept unsolicited reviews of titles not included in our listing.

Once your book review request has been reviewed, you will receive a confirmation email from our editors either approving or declining your request. Note: Please request only one book (requests for more than one book by the same author will be denied).

Submit. If you review request has been approved, you can upload your completed review by logging into the website and creating a "New Submission." You will be able to select the book you reviewed during this process. All reviews and resubmissions must be processed through our online managing system.

Reviews should be in a standard word-processing format (such as Microsoft Word) or in Rich Text Format. Check for appropriate length and APA style. Book reviews should be between 1,000 and 5,000 words. Essay reviews must be at least 5,000 words (no max). Submissions that do not follow the guidelines above will not proceed to review.

More than one submission by the same author will not be accepted, nor will new book requests or submissions be accepted by an author with another submission pending review. 

Book Review Types:

• Short book reviews (English, Spanish, or Portuguese): Brief (1,000 to 3,000 words), yet engaging reviews of scholarly books on education topics for specialists as well as a general educated public. All Spanish and Portuguese reviews should be sent to Dr. Gustavo Fischman at

• Peer reviewed essay reviews: In-depth reviews (5,000 words or longer) of particularly significant books; these submissions will be refereed by specialists in the fields addressed by the books under review.


Every review should begin by citing the book to be reviewed, with full bibliographic information including authors, copyright date, full title including any subtitle, place of publication, publisher, number of pages, ISBN Number. For example,

Hass, E. M., Fischman, G. E. & Brewer, J. (2014). Dumb ideas won’t create smart kids: Straight talk about bad school reform, good teaching and better learning. New York: Teachers College Press.
Pp. 160 ISBN: 978-0807755532

References and all other citations of published work in the review itself should follow The Publication Manual of the American Psychological Association (APA) guidelines. For example,

… as argued by Hedges (1987) in his investigation into the reliability of observations in the physical sciences."

Under References, Hedges (1987) would appear as follows:

Hedges, L.V. (1987). How hard is hard science, how soft is soft science? The empirical cumulativeness of research. American Psychologist, 42(5), 443-455.

Note: Due to high volume and minimal staffing—an aspect of keeping this journal free to readers, without author publication fees, and independent of corporate sponsorship—we are unable to respond to every request to review. Please know that we are selective with regard to both the qualifications of reviewers and the quality of their reviews. We regret that mailing costs prevent us from shipping outside of North America. While we welcome international contributors, we cannot guarantee them a review copy.


The final publication of reviews depends on the Editors' judgment that the criteria listed above are satisfied. In addition, ER is committed to prompt turnaround times on its reviews, and commissioned reviews should be completed by the agreed upon deadline. Failure to meet such deadlines removes any obligation to publish the article, although this decision remains at the Editors' discretion.

The standard timeframe for the completion of a book review is 8-10 weeks; however, depending on the number of submission, inital responses to submissions may take up to two months. Timeframes between acceptance to publication may be up to 4-6 months.

The Editors reserve the right to accept or deny requests to review or review submissions at their discretion.

Author Checklist:

When we evaluate book reviews, we ask does the author:

  • examine the content of the book, the author’s treatment of the topic, and the author’s conclusions?
  • provide a clear idea of the contents of the book?
  • integrate the various themes of the book, avoiding a chapter-by-chapter treatment of topics?
  • position the book within the discipline and/or suggest its importance to the field?
  • illustrate and discuss the strong and weak points of the book in a critical and respectful manner?
  • use quotations from the book or related works appropriately to illustrate or provide specific examples of the analysis or style of the author(s)? (and avoids a succession of long quotations)
  • present a reasoned evaluation of the book and its conclusions?
  • write in a clear and engaging style?
  • achieve high standards of clarity of presentation, organization of ideas, and length?
  • follow APA style and formatting?
Some additional issues to consider:
  • What is the book like as a physical and aesthetic object?
  • Who are the authors? (What are her or his particular credentials and expertise in this area? What makes her or him an expert on this topic?
  • For whom are the authors writing? (academics, students, and/or the general public)? Is the book appropriate for its audience?
  • What other books have been published on this topic in the past five years? How the book is positioned among the professional literature (in favor or against other frameworks)
  • Is there a notably strong (or weak) characteristic? (If so, explain why)
  • What’s the importance of this book for scholars, professionals and other people interested in educational issues (“Why should an educational researcher/educator care about this book?”)

Final Words

Above all, remember that a book review is meant to be a resource to readers, providing enough detail, perspective, and insight to help readers to make an informed decision about whether or not they will pursue reading the book in entirety.





Copyright Notice

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Copyright for all articles published in ER will be retained by the review authors. Permission to use any copyrighted material in review articles, or permission to republish reviews also being published elsewhere, must be obtained by the review author prior to publication in ER.

Readers are free to copy, display, and distribute articles that appear in Education Review  as long as the work is attributed to the author(s) and Education Review  it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or ER.

By submitting a manuscript, authors agree to transfer without charge the following rights to Education Review upon acceptance of the manuscript: first worldwide serial publication rights and the right for Education Review to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services. Any revenues from such redistribution are used solely to support the continued publication and distribution of articles.

Education Review is a signatory to the Budapest Open Access Initiative. 


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