Browse Journals and Peer-Reviewed Series
Journal of Organizational & Educational Leadership (School of Education)
The Journal of Organizational and Educational Leadership is a double-blind peer-reviewed journal published by the School of Education at Gardner-Webb University. Focused on K-12 education and educators as well as senior leaders responsible for organizational learning, JOEL publishes empirical and conceptual studies, including original research and evaluation studies, and informed opinion in and about organizational and educational practice.
Journal of Counseling and Psychology (School of Psychology and Counseling)
The Journal of Counseling and Psychology (JCP) is an open peer-reviewed journal published by the School of Psychology and Counseling at Gardner-Webb University. JCP provides a forum where students, faculty, and practitioners can publish theoretical, empirical, and clinical articles on topics of interest in the fields of counseling and psychology. JCP encourages scholarship in the students, faculty, and alumni of Gardner-Webb University and also welcomes contributions from the wider professional community.
James P. Morgan, Jr., Ph.D., Editor, Professor, School of Psychology and Counseling, Gardner-Webb University
Ivelina Naydenova, Ph.D. Associate Editor, Associate Professor, School of Psychology and Counseling, Gardner-Webb University
Franki Burch, Ph.D., Professor of Education, Gardner-Webb University
David Carscaddon, Ph.D., Dean, School of Psychology and Counseling, Gardner-Webb University
Matthew Davis, Ph.D., Assistant Professor, Department of Psychology, Wingate University
Jessica Jones, M.A., Ed.S., NCC, LPCA, LCASA, Substance Abuse Counselor, McLeod Addictive Disease Center
Holly Mabry, MLIS, Digital Scholarship & User Experience Librarian, John R. Dover Memorial Library, Gardner-Webb University
Jesse Roberts, M.A., Ed.S., NCC, LPCA, Continuing Care Counselor, LifeShare of the Carolinas
Brooke Thompson, Ph.D., Assistant Professor, School of Psychology and Counseling, Gardner-Webb University
Courtney Watford, M.A., Ed.S., CAC-P, LPC, Chief Mental Health Counselor, Child and Adolescent Program Director, Cherokee Mental Health Center
Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) (School of Education)
Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) is a peer-reviewed virtual professional development resource. Modules within the resource are collaboratively authored by candidates in their final semester of coursework in the EdD in Curriculum & Instruction at Gardner-Webb University and promote positive, data-informed, sustainable change in instructional practices or organizational structures to improve student learning at the K-12 level and beyond.
The learning cycle featured in the modules in this resource is based on the STAR Legacy Cycle developed by the IRIS Center (2013); http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).
Gardner-Webb Review (Undergraduate Research)
The Gardner-Webb Review is an annual undergraduate research publication sponsored by the Life of the Scholar. This publication encourages and showcases Gardner-Webb University undergraduate scholarship in all disciplines. This journal further strives to foster interaction in philosophy, practice, theory, and research, as well as present topical and contemporary issues to stimulate other theorists and scholars.
Authors of published manuscripts will have been under the mentorship of a faculty member within their specified discipline (usually in a classroom setting). The manuscripts do not have to be current (they can be from past semesters). However, works will be accepted only from students with a recommendation from a faculty mentor. Submissions that do not have a faculty recommendation will not be considered. Please see the “Submission” description for further details on the submission process and requirements.
As the Gardner-Webb Review values the scholarship of all traditional undergraduate students, editors do not consider affiliation or membership to a collegiate organization or honor society while reviewing submissions. Final selections of submissions are made in relation to papers that demonstrate superior research, writing, and analytical skills and regardless of major, minor, or academic program. The journal attempts to include a wide range of topics, depending on submissions received, to reach and inform diverse readers.
Call for papers opens during the spring semester of each academic calendar year, and publication of accepted submissions are published in the fall semester of each academic calendar year. All scholarly topics within all disciplines for submissions are considered.