Consider the following journals when considering where to publish your Scholarship of Teaching and Learning article. The links provided give information about the journal and often include instructions for authors.
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and so looks at academic theory and practice applicable in/to all disciplines and contexts/countries in higher education.
AJDE explores topics about all teaching-learning relationships where the actors are geographically separated, and communication takes place through technologies. Past volumes (available online) report on education through radio and television, teleconferences and recordings, printed study guides, and multimedia systems. The principal technology of contemporary distance education is the Internet, and thus most articles now report on online learning.
The American Journal of Education seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship and to encourage a vigorous dialogue between educational scholars and policy makers. It publishes empirical research, from a wide range of traditions, that contributes to the development of knowledge across the broad field of education.
Applied Measurement in Education's prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues.
This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers – including, but not limited to, empirically grounded research – which focus on significant issues relevant to an international audience in regard to: Teacher education (including initial teacher education and ongoing professional education)of teachers internationally. The cultural, economic, political, social and/or technological dimensions and contexts of teacher education, change, stability, reform and resistance in (and relating to) teacher education, and improving the quality and impact of research in teacher education.
Assessment & Evaluation in Higher Education purpose is to advance understanding of assessment and evaluation practices and processes, particularly the contribution that these make to student learning and to course, staff and institutional development. The journal is aimed at all higher education practitioners, irrespective of discipline. It sets out to provide readily accessible, up-to-date information about significant developments within the field, with a view to the sharing and extension of evaluated, innovative practice and the development of ideas.
Assessment Update is dedicated to covering the latest developments in the rapidly evolving area of higher education assessment. Assessment Update offers all academic leaders up-to-date information and practical advice on conducting assessments in a range of areas, including student learning and outcomes, faculty instruction, academic programs and curricula, student services, and overall institutional functioning.
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Change is a magazine dealing with contemporary issues in higher education. Using a magazine format rather than that of an academic journal, Change covers anything related to higher education, "all things higher education." It spotlights trends; provides new insights and ideas; and analyzes the implications of educational programs, policies and practices. It is intended to stimulate and inform reflective practitioners in colleges, universities, foundations, government and elsewhere. Its readers include faculty, administrators, trustees, state and federal officials, accreditors, foundation officers and students.
Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical, as is analysis of process data in addition to outcome measures. The study of learning in engineered and ecologically valid circumstances is highly valued, but so is laboratory study that can be seen as necessary to reach fundamental principles that manifestly apply in the "real world" of learning and intellectual performance.
College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, present techniques for addressing common classroom problems. Commentaries provide thoughtful reflections on teaching.
Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry.
Educational Administration Quarterly (EAQ) publishes prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. The journal embraces traditional and emergent research paradigms, methods, and issues. The journal particularly promotes the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas. The goal of the editorial team and the journal’s editorial board is to promote sound scholarship and a clear and continuing dialogue among scholars and practitioners from a broad spectrum of education.
Educational Assessment publishes original research on the design, analysis and use of assessment to deepen understanding of the performance and quality of individuals, groups, and programs in educational settings. It welcomes rigorous theoretical pieces and empirical studies (quantitative or qualitative) that can inform important national and international discussions in educational policy and practice.
The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education. The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice.
The Educational Forum is a double-blind, refereed journal that solicits research reports and essays on diverse topics of significance to educators globally. Through the inclusion of compelling research findings and thought-provoking perspectives, The Educational Forum intends to serve as a catalyst for stimulating and encouraging research and dialogue and for advancing and transforming education.
Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, geography, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world.
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture.
The Harvard Educational Review is a scholarly journal of opinion and research in education. Its mission is to provide an interdisciplinary forum for discussion and debate about education's most vital issues. Since its founding in 1930, the Review has become one of the most prestigious journals in education, with circulation to policymakers, researchers, administrators and teachers. Each year, the Review covers a wide range of topics of current concern in education. Each quarterly issue of the Review is book length, containing a variety of articles, essays and book reviews.
Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavored to report on developments in both public and private Higher Education sectors. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.
Printed editions of the journal are distributed to over 30 higher education graduate programs nation-wide. The journal is also electronically available, free of charge, on our website. Authors must be currently-enrolled graduate students or have written their manuscript while still in graduate school. Graduate students from a variety of disciplines and fields (e.g., education, sociology, economics, law, and psychology) are encouraged to submit their work for consideration. Submissions are accepted year-round.
Higher Education Policy is an international, peer-reviewed journal that focuses on issues of significance in higher education policy. The journal publishes original analyses, whether theoretical, empirical or practice-based. The range of coverage extends from case studies of developments in individual institutions, to broad examination of policy-making at the system, national and regional levels.
Higher Education Quarterly is an international scholarly journal publishing research on policy, organization, leadership, governance, management and the professions in higher education. In order to be considered, papers need, on the one hand, to draw on sound theories and methodologies; on the other hand, they have to contribute to contemporary debates on higher education. Higher Education Quarterly is eclectic in relation to theories, concepts and methodologies, as it aims to develop our understanding of higher education and its current challenges from a diversity of approaches.
Higher Education Research & Development informs and challenges researchers, teachers, administrators, policy-makers and others concerned with the past, present and future of higher education. Empirical, theoretical, philosophical and historical articles that address higher education in any of its dimensions will be considered. We welcome research that interrogates, challenges and reflects upon pressing issues in higher education, drawing on a range of theoretical and methodological frameworks.
Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; to focus on the effect of such innovations on teaching and students; to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
The International Journal for Students as Partners (IJSaP) is a journal about learning and teaching together in higher education. IJSaP explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach.
International Journal for the Scholarship of Teaching & Learning is an open-access, double-blind peer reviewed electronic journal published in May and November each year by the Center for Teaching Excellence at Georgia Southern University. The journal is an international forum for information and research about the scholarship of teaching and learning (SoTL) and its implications for higher/tertiary education.
The International Journal of Educational Research publishes research manuscripts in the field of education. The aims and scope of the journals are to provide a journal that reports research on topics that are of international significance across educational contexts, publish high quality manuscripts that are of international significance in terms of design and/or findings, and encourage collaboration by international teams of researchers to create special issues on these topics
The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. Common themes include social purpose in lifelong education, and sociological, policy and political studies of lifelong education. The journal recognizes that research into lifelong learning needs to focus on the relationships between schooling, later learning, active citizenship and personal fulfillment, as well as the relationship between schooling, employability and economic development.
The International Journal of Teaching and Learning in Higher Education provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning across diverse content areas, educational institutions, and levels of instructional expertise.
The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment.
The Journal of Community Engagement and Scholarship (JCES) is a peer-reviewed international journal through which faculty, staff, students, and community partners disseminate scholarly works. JCES integrates teaching, research, and community engagement in all disciplines, addressing critical problems identified through a community-participatory process.
The Journal of Continuing Higher Education strives to support continuing higher education by serving as a forum for the reporting and exchange of information based on research, observations, and experience relevant to the field.
Journal of Curriculum and Teaching (JCT) is a peer-reviewed journal, published by Sciedu Press. It is devoted to publishing manuscripts in curriculum and instruction, learning and teaching, and related disciplines at global and local levels. The journal is published quarterly (February, May, August and November) in both online and printed versions.
The Journal of Effective Teaching is an electronic journal devoted to the exchange of ideas and information about undergraduate and graduate teaching. Articles are solicited for publication which address excellence in teaching at colleges and universities. We invite contributors to share their insights in pedagogy, innovations in teaching and learning, and classroom experiences in the form of a scholarly communication which will be reviewed by experts in teaching scholarship. Articles which draw upon specific-discipline based research or teaching practices should elaborate on how the teaching practice, research or findings relates across the disciplines. We are particularly interested in topics addressed in the particular Content Areas described at this site, including empirical research on pedagogy, innovations in teaching and learning, and classroom experiences.
The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. The Journal of Higher Education publishes the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. As well as seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context.
The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact of interactive learning environments in education and training. Each of the terms in the title of this publication deserves some additional explanation.
The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education. Its objectives are to enable faculty to develop effective, evidence-based practices in online learning and teaching by learning from a community of researchers and scholars; enable academic programs to design and deploy academic technology to optimize online learning and teaching; build a community around the research and scholarly use of web-based multimedia resources for learning and teaching in higher education.
In the Journal of Professional Continuing and Online Education the articles that work within a broad understanding of diverse learners are of particular interest. Papers may focus on learning for credit as well as non-credit learning. Other papers targeting employment needs, online learning, community education, community engagement, personal development, and professional development are also of interest.
The Journal of Research on Technology in Education (JRTE) is a premier source for high-quality, peer-reviewed research that defines the state of the art, and future horizons, of teaching and learning with technology. The terms "education" and "technology" are broadly defined. Education is inclusive of formal educational environments ranging from PK-12 to higher education, and informal learning environments, such as museums, community centers, and after-school programs. Technology refers to both software and hardware innovations, and more broadly, the application of technological processes to education.
JoSoTL aims to address contemporary issues bridging teaching and learning in higher education, philosophical approaches to teaching, current research, and praxis. The journal publishes empirical research, case studies, essays, critiques, and articles of a theoretical/conceptual nature that contribute to deeper understanding of the issues, problems, and research relevant to the community of reflective teacher-scholars.
The Journal of Teaching and Learning with Technology (JoTLT) is dedicated to enhancing student learning through the use of technology. The goal of this journal is to provide a platform for academicians all over the world to promote, share, and discuss what does and does not work when using technology.
The Journal of Transformative Learning (JoTL) provides a forum of perspectives on the practice and application of transformative learning for use among organizations and educational institutions. Steeped in a view of transformative learning as an active process of learning that encourages seeing new things, seeing old things differently, and re-conceptualizing mindsets, JoTL accepts ongoing submissions in the areas of research articles, essays, and teaching notes. JoTL seeks to foster dialogue that culminates in richer resources for transformative learning practice.
The Journal of University Learning & Teaching Practice is an open international higher education journal hosted at the University of Wollongong, NSW, Australia. It has over 200 reviewers from around the world providing a broad-based disciplinary approach. It is indexed by Scopus and listed with the EBSCO databases. Submissions undergo a double blind peer review and resubmitted papers undergo a further check with one of the original reviewers.
The Journal on Excellence in College Teaching is a peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.
Mind, Brain, and Education (MBE) publishes peer-reviewed articles addressing biological, brain, cognitive and behavioral questions that are relevant to the broad field of education. The journal operates through an open submission process. In addition, researchers are encouraged to contact the editorial board with ideas for reviews, commentaries and special issues. Short and full-length empirical reports, reviews and commentaries on specific topics broadly relevant to MBE readership, including to practitioners, will be considered.
New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illuminate the context that shapes these new directions, to illustrate these new directions through examples from real settings, and to propose ways in which these new directions can be incorporated into still other settings.
The Oxford Review of Education is a well-established journal with an extensive international readership. It is committed to cultivating educational scholarship across a wide range of academic disciplines. The Editors welcome articles reporting significant new research as well as contributions of a more conceptual or theoretical nature. The Oxford Review of Education seeks to preserve the highest standards of professional scholarship in education by publishing high-quality articles of wide educational relevance. The journal publishes Special Issues, normally two each year, in order to explore in depth issues and debates of ongoing relevance for educational policy, practice and scholarship.
Pedagogy is an innovative journal that aims to build a new discourse around teaching in English studies. Reversing the long history of marginalization of teaching and the scholarship produced around it, it offers a forum for critical reflection and spirited debate. The journal publishes articles by senior scholars as well as more junior members of the profession, featuring voices from many subdisciplines and institutions. Pedagogy promises to stimulate new and exciting developments for undergraduate and graduate instruction in English studies.
Perspectives In Learning is a refereed journal that is published online by the College of Education and Health Professions at Columbus State University. The scope of the journal includes teaching and learning. Interpretation of teaching and learning is open to include all levels and settings.
World Journal of Education is a peer-review journal, published by Sciedu Press. It is devoted to publishing articles in the fields of education, teaching, learning and other relevant subjects. This includes primary, secondary, tertiary and other higher education disciplines such as but not limited to special education (SpEd), normal and even express streams of the academe. It is published bimonthly in both online and printed versions.