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
The ADFL Bulletin is a refereed journal published two times a year by the Association of Departments of Foreign Languages, a subsidiary of the Modern Language Association. The ADFL Bulletin prints essays dealing with professional, pedagogical, curricular, and departmental matters.
The ADE Bulletin is the journal of the Association of Departments of English, a subsidiary of the Modern Language Association of America. Since 1964, the Bulletin has published articles of professional interest to English educators, scholars, and administrators in postsecondary institutions. The Bulletin publishes articles and surveys dealing with professional, pedagogical, curricular, and departmental issues.
College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Issues may also include review essays. Contributions may work across traditional field boundaries; authors represent the full range of institutional types.
College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field.
The British Journal of Educational Psychology publishes psychological research that makes a significant contribution to the understanding and practice of education as well as advances the field in terms of theory related to educational psychology. Our aim is to publish research which has a broad international appeal to researchers and practitioners in education. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys.
BioScience includes articles about research findings and techniques, advances in biology education, professionally written feature articles about the latest frontiers in biology, discussions of professional issues, book reviews, news about AIBS, a policy column (Washington Watch), and an education column (Eye on Education). Roundtables, forums, and viewpoint articles offer the perspectives of opinion leaders and invite further commentary.
Bioscene: Journal of College Biology Teaching is a refereed quarterly publication of the Association of College and University Biology Educators (ACUBE). Submissions should reflect the interests of the membership of ACUBE. Appropriate submissions include:
Articles: Course and curriculum development, innovative and workable teaching strategies that include some type of assessment of the impact of those strategies on student learning.
The mission of the American Journal of Health Education is to publish research manuscripts that focus on Health Education and Health Promotion interventions designed to prevent or delay the onset of the major chronic diseases and illnesses that impact populations of interest today (CVD, cancer, diabetes, COPD, cirrhosis, Alzheimer's/dementia, etc.).
The American Biology Teacher is an award-winning, peer-refereed professional journal designed to support the teaching of K-16 biology and life science. We solicit and feature articles relating to the content of biology, commentaries on the social and ethical implications of biology, biology teaching strategies appropriate to the classroom, laboratory and field sites, trends in biology teaching, and those that offer assistance in the professional development of biology and life science teachers.