**Note: Due to reallocation of resources and our transition to a new website, updates will be delayed. The cetl.kennesaw.edu website is no longer active so information on the site is purely archival. Click here to reach the new website for KSU's Center for Excellence in Teaching and Learning.**
CETL provides an extensive list of disciplinary and interdisciplinary journals in the scholarship of teaching and Learning (SoTL) focused on undergraduate and graduate education for teachers at colleges and universities, organized alphabetically. Click on the title of a journal to visit its home page. Click on a category name or use the drop-down menus on the right to view journals by Discipline or by Topic in Higher Education. To return to the full list, set the drop-down menu options to - Any -
Last full update: December 5th, 2019
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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.
Published 2003-2015. Merged in 2015 with other journals into Higher Education Pedagogies (http://www.tandfonline.com/toc/rhep20/current)
The journal publishes a range of articles on tertiary level biosciences education, including peer-reviewed research and practice papers. The journal should be of interest to tertiary level staff and students, upper secondary school staff and employers.
BMC Medical Education is an open access journal publishing original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.
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.
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.
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA).
The British Journal of Religious Education promotes research which contributes to our understanding of the relationship between religion and education in all phases of formal and non-formal educational settings. BJRE publishes articles which are national, international and transnational in scope from researchers working in any discipline whose work informs debate in religious education.
British Journal of Sociology of Education publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world.
A peer-reviewed journal that contains research, and reviews of books of interest to the international music education profession. It provides an outlet for scholarly publication and is one of music education’s leading publications.
Published 2014-2015. Merged in 2015 with other journals into Higher Education Pedagogies (http://www.tandfonline.com/toc/rhep20/current)
The aim of BMHE is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in business and management disciplines in higher education.
The Business Case Journal was established by the Society for Case Research to publish cases and research related to case writing or teaching with cases.
Publishes high-quality articles in all areas of business education, curriculum, educational methods, educational administration, advances in educational technology and accreditation. Theoretical, empirical and applied manuscripts are welcome for publication consideration.
The Curriculum Forum section includes articles on accounting, basic business, communication, international business, marketing, methods, and technology. In addition, four special sections-research (October), student organizations (December), entrepreneurship (February), and administration and supervision (April)-are included in the journal. Articles of general interest to business educators such as teaching ideas, trends, and current issues are reported in the Open Forum section of the journal.
The Journal is a publication of the Canadian Society for the Study of Higher Education. It intends to publish manuscripts on topics that address and are relevant to the Canadian higher education system and its structures, processes, and community; and to promote research with international and comparative dimensions in relation to Canadian higher education.
The Canadian Journal of University Continuing Education was published from 1995-2016 with two primary objectives. The first was to advance and disseminate knowledge by publishing analytical and research papers, reports, reviews, and commentaries of value to professional practice in continuing education in general, and university continuing education in particular. The second was to encourage dialogue about continuing education within and among relevant professional and academic communities.
Publishes one guest-edited theme issue per year, normally in the fall, and have addressed such topics as Indigenous, Minority, and Heritage Language Education in Canada; Bilingualism in a Plurilingual Canada: Research and Implications; Current Developments in Form-Focused Interaction and L2 Acquisition; French Immersion Education: Benefits for All Learners; Information and Communication Technologies(ICTs) and the Learning and Teaching of Second Languages; Language Assessment; Multilingual Literacies; and Second Language Vocabulary Acquisition.
An online quarterly journal published by the American Society for Cell Biology (ASCB). The Journal publishes original, previously unpublished, peer-reviewed articles on life science education at the K-12 outreach, undergraduate and graduate levels. A particular focus is on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
Change, which is published six times a year, is intended for reflective practitioners in colleges, universities, corporations, government, and elsewhere. Its readers include faculty, administrators, trustees, state and federal officials, accreditors, foundation officers, and students.
A magazine rather than an academic journal, Change deals with contemporary issues in higher education. It spotlights trends; provides new insights and ideas; and analyzes the implications of educational programs, policies, and practices.
Publishes papers in the broad field of chemical engineering education. Papers generally describe a course, a laboratory, a ChE department, a ChE educator, a ChE curriculum, research program, machine computation, special instructional programs, or give views and opinions on various topics of interest to the profession.
Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge, electronically, four times a year; coverage includes the following.
Research, and reviews of research, in chemistry education
Evaluations of effective innovative practice in the teaching of chemistry
In-depth analyses of issues of direct relevance to chemistry education
Among education journals, 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.
Collaborative Anthropologies is a journal meant to engage the growing and ever-widening discussion of collaborative research and practice in anthropology and in closely related fields. Published annually, the journal facilitates dialogue about collaborative anthropologies, including but not limited to those between and among researchers and their interlocutors, anthropologists and other scholars/practitioners, academics and other professionals, universities and local communities, faculty and students.
Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). The intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education.
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.
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 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 of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline.
A journal of the National Communication Association, Communication Education publishes high-quality international scholarship that is committed to the advancement of communication and learning broadly defined as instructional communication and communication education.
Three types of manuscripts will be considered for publication in the journal. First,instructional activities that can be conducted in either the K-12 or college classroom will be considered. Second, manuscripts focused on communication education assessment of student learning, classroom practices (K-12 or college), or program development will be considered, and third, original teaching activity with a link to assessment articles will be encouraged.
The Community College Enterprise is a peer-reviewed research journal publishing original research that expands our knowledge about the structure and nature of teaching and learning within the community college arena. As a leading resource for researchers and educators, the journal publishes high-quality research that captures the cutting edge practices and techniques that currently define the community college experience.
Features articles by leading experts, opinions that put the news in perspective, coverage of higher education issues, and profiles of the field's leaders.
The journal is a multidisciplinary forum for researchers and practitioners in higher education and the behavioral and social sciences. It promotes an increased awareness of community college issues by providing an exchange of ideas, research, and empirically tested educational innovations.
Community College Review publishes articles on all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions.
Publishes both scholarly work that contributes to the field’s emerging methodologies and research agendas and work by literacy workers, practitioners, and community literacy program staff. We are especially committed to presenting work done in collaboration between academics and community members.
As the editors of Composition Forum, we often look for themes in each volume to get a sense of how the journal both reflects and fosters developing trends in rhetoric and composition.
An academic journal dedicated to the range of professional practices associated with rhetoric and composition: teaching college writing; theorizing rhetoric and composing; administering writing related programs; preparing the field's future teacher-scholars.
An intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching and testing. It provides a forum to discuss the discoveries in the field and to exchange experience and information about existing techniques.
Solicits and welcomes articles and reviews on research and practice in the fields of computer-assisted instruction (CAI) / computer-managed instruction (CMI) / computer-assisted learning (CAL) / computer-enhanced language learning (CELL) / computer-mediated communication (CMC) in ESL, EFL or other languages. Contributions to second language acquisition and computers, language assessment and computers, applied linguistics and computers, and other related areas are also encouraged.
Computer Science Education aims to publish high-quality papers with a specific focus on teaching and learning within the computing discipline that are accessible and of interest to educators, researchers, and practitioners alike.
Depending on their special interests, those working in the field may draw on subject areas as diverse as statistics, educational theory and the cognitive sciences in addition to technical computing knowledge.
Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence.
Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.
Serves engineering, mathematics, and science faculties who wish to improve the quality of instruction through the use of computers.
Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process.
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 annually by Harvard University until 2013, UPCEA's professional journal, the Continuing Higher Education Review (CHER), contains articles of relevance to issues of national and international importance in continuing and higher education.
Contributions to Music Education is a refereed journal published by the Ohio Music Education Association. A primary purpose is to recognize and highlight the importance of social science research in guiding educational practice.
Publishes articles on research, theory development, and program applications with essential information for the preparation and supervision of counselors in various settings.
Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary approaches.
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.