The Journal of Cultural Research in Art Education (jCRAE) is an annual online and open-access journal of the United States Society for Education through Art. jCRAE focuses on social and cultural research relevant for art and visual culture education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education.
English Language Teaching (ELT) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of English Language Teaching. The journal is published monthly in both print and online versions. The scope of ELT includes the following fields: theory and practice in English language teaching and learning, teaching English as a second or foreign language, English language teachers’ training and education.
Babel is the AFMLTA’s professionally refereed journal – each volume includes three issues. Featuring general and research articles, reviews, and reports about the teaching and learning of languages, and language policy at primary, secondary, and tertiary level, Babel is the only scholarly journal for languages education in Australia. The journal was awarded a B-ranking in the Australian Research Council’s (ARC) Excellence in Research for Australia (ERA) Ranked Journal List.
A professional journal of the Australian Association of Mathematics Teachers Inc. This journal is written for anyone interested in primary mathematics education, but mainly for classroom teachers; it considers current issues, encouraging reflection of practice, and promotes innovation.
The Australian Mathematics Teacher is a professional journal of the Australian Association of Mathematics Teachers Inc. The purpose of the journal is to serve as a medium both for the exchange of ideas and experiences in the teaching of elementary mathematics and for the provision of information to teachers about trends and developments in mathematics education in Australia and abroad. The main focus is on the teaching of mathematics to students in the age range 11 to 16 years.
The Australian Journal of Music Education (AJME) publishes articles that enhance knowledge regarding the teaching and learning of music with a special interest toward the Australian music education community. This may include articles that report results of quantitative or qualitative research studies, summarize bodies of research, present theories, models, or philosophical positions, etc. Articles should include a discussion of implications and applications to music teaching and learning, defined broadly
The Journal of Classroom Interaction (JCI) is a semi-annual publication devoted to empirical investigations and theoretical papers dealing with observation techniques, research on student and teacher behavior, and other topics relevant to the domain of classroom interaction.
A peer-reviewed scholarly online journal. The IJEMST is published quarterly in January, April, July and October. The IJEMST welcomes any papers on math education, science education and educational technology using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.
We invite papers reporting on research that addresses any and all aspects of collegiate mathematics education. Research may focus on learning within particular mathematical domains. It may be concerned with more general cognitive processes such as problem solving, skill acquisition, conceptual development, mathematical creativity, cognitive styles, transition to collegiate mathematics, etc. Research reports may deal with issues associated with variations in teaching methods, classroom or laboratory contexts, or discourse patterns.
An international peer-reviewed journal that publishes original contributions to the study of curriculum, pedagogy and assessment. Papers reporting empirical studies and theoretical analyses from a range of perspectives, including philosophical and historical, are welcome. The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work. The journal makes a specialist contribution to knowledge related to the educational phases that impact on children from the early years to adulthood.