The International Journal of Technology and Design Education encourages research and scholarly writing covering all aspects of technology and design education. The journal features critical, review, and comparative studies. In addition, readers will find contributions that draw upon other fields such as historical, philosophical, sociological, or psychological studies that address issues of concern to technology and design education.
Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education.
Papers should constitute original research, and should be methodologically sound, theoretically informed, and of relevance to an international audience.
Offers authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education.
The CITE Journal is an online, open-access, peer-reviewed journal, established and jointly sponsored by five professional associations (AMTE, ASTE, NCSS-CUFA, CEE, and SITE). This is the only joint venture of this kind in the field of teacher education.
The journal’s online medium also allows authors to demonstrate the technologies about which they are writing, including video and audio segments, animation, virtual reality, Web links, and simulations. The CITE Journal was established with support from a U.S. Department of Education Catalyst grant.
Published by the Association of Teacher Educator, it serves as a forum for the exchange of information and ideas related to the improvement of teacher education at all levels. Articles focus upon concepts, practices, and research which have implications and applicability for practitioners involved with teacher education.
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. It invites for peer review reports of theoretically informed and empirically grounded research which focuses on, among other important issues:
The pre-service and continuing education of teachers
Teachers and/or teacher educators’ professional learning
The cultural, economic, political, social and/or technological dimensions of teacher education