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. JoTL is an open access, double-blind, peer-reviewed electronic journal that is published twice a year by the University of Central Oklahoma.
Serves as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities. This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.
A peer-reviewed online journal whose purpose is to serve as a place where scholars can publish their works, and where those seeking information can find resources of interest on issues and activities relating to the scholarship of teaching, learning, and research. Manuscripts are accepted from a variety of disciplines.
Publishes scholarship of teaching and learning research; book reviews on scholarly works on higher education administration or issues, college teaching, or adult learning; literature reviews that synthesize issues in higher education; and essays or personal reflections on classroom incidents with evidence- or theory-based interpretations.
Radical Pedagogy is an interdisciplinary, peer reviewed, academic journal devoted to the analysis of teaching and learning as well as the institutional, political, and social aspects of education that impact critical pedagogical theory and practice. The journal is especially concerned to address these issues within the contexts of gender, race, ethnicity, sexualities, class, space and linguistics. Radical Pedagogy is a forum committed to a critical and progressive examination of the important debates and discourses within the field.
Good teachers are those who care about their students and want to grow more effective at helping them learn. The immediate purpose of Teaching & Learning in Higher Ed. is to support good teachers in their journey toward more effective teaching.
This project is not aimed at inexperienced teachers, uninformed teachers, or underperforming teachers, though such teachers may certainly benefit from it. Instead, this project exists to support all good teachers—those who care and want to improve—however experienced, knowledgeable, or effective they may or may not already be.
The Journal of Studies in International Education (JSIE) http://jsie.sagepub.com/ reaches an extensive international audience. It is the premiere forum for higher education researchers, teachers, policy makers, leaders, managers and administrators, interested in all facets of the internationalization of higher education.
Provides practical strategies for supporting student learning and success. Articles on a variety of topics related to student transitions are welcome, especially those focusing on:
* Teaching strategies in the first college year
* Strategies for addressing the sophomore, senior, and transfer transitions
* Proven institutional initiatives
* Strategies for assessing student learning, experiences, programs, and courses
* Exploration of transition issues related to campus type
Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research (S&G) is the world's foremost scientific review devoted to academic and applied issues in the increasingly popular methodology of simulation/gaming as used in education, training, consultation and research round the world.