Writing for Publication: Transitions and Tools that Support Scholars' Success Mary Renck Jalongo, Olivia N. Saracho This book offers systematic instruction and evidence-based guidance to academic authors. It demystifies scholarly writing and helps build both confidence and skill in aspiring and experienced authors. The first part of the book focuses on the author’s role, writing’s risks and rewards, practical strategies for improving writing, and ethical issues. Part Two focuses on the most common writing tasks: conference proposals, practical articles, research articles, and books. Each chapter is replete with specific examples, templates to generate a first draft, and checklists or rubrics for self-evaluation. The final section of the book counsels graduate students and professors on selecting the most promising projects; generating multiple related, yet distinctive, publications from the same body of work; and using writing as a tool for professional development. Written by a team that represents outstanding teaching, award-winning writing, and extensive editorial experience, the book leads teacher/scholar/authors to replace the old “publish or perish” dictum with a different, growth-seeking orientation: publish and flourish. Mary Renck Jalongo has worked for Springer as the editor-in-chief of a bi-monthly journal since 1995 and as senior editor for a book series since 2006. She is the author, co-author, or editor of over 30 books For over twenty years, she taught a doctoral course on writing for professional publication. In addition, she has conducted numerous international and national conference sessions on writing for publication and served as a professional development consultant for Phi Delta Kappa International on the topic of scholarly writing. She also served for several years on an editorial board for The Rockefeller Foundation and the Association for Childhood Education International. Olivia N. Saracho is a professor of education in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. She is editor of the Contemporary Perspectives in Early Childhood Education series (Information Age). In addition, she co-edited the Handbook of Research on the Education of Young Children (Routledge/Taylor & Francis). She has conducted research and written numerous articles in several areas. She has published several books.