Scholarship of Teaching and Learning

Journals for the Scholarship of Teaching

ACU list by discipline—some defunct links:


Academic Exchange Quarterly (

Academic Exchange Quarterly is dedicated to the presentation of ideas, research, methods, and pedagogical theories leading to effective instruction and learning regardless of level or subject.

"Early submission is suggested for longer review time and possible opportunities. Six steps to ensure your manuscript is read within 6-9 weeks include answering ‘yes’ to the following:
1. I/we are college or secondary school teacher(s) or administrator(s)
2. manuscript's length- 2000 - 3000 words (includes abstract, text, references) and adheres to the sample manuscript layout
3. manuscript can be identified by a keyword listed in KEYWORD INDEX
* All papers are considered with the understanding that they have not been accepted or published elsewhere.
* Note, we will consider only one-submission-per-author(s)-per-issue.
* You may avoid paying any and all Optional fees by adhering to journal's Procedure, Requirements, Deadline & Editorial Policy
4. there are no tables, figures, charts, mathematical formulas, or foreign script
5. submission is a clean copy - free of meta-data, hidden text, and header/footer
6. submission can be made by e-mail as an attachment in MS Word doc file”

Active Learning in Higher Education (

Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research in effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.

"When submitting your article please confirm that all authors have agreed to the submission and that the article is not currently being considered for publication by any other journal.
Submissions should include:
1. title page with full title, full name of each author with current affiliation and full address/phone/email details plus short biographical note.
2. abstract of 100-150 words.
3. 5-10 key words.
4. main text and word count - suggested target is 3000-5000 words. Text to be clearly organized, with a clear hierarchy of headings and subheadings and quotations exceeding 40 words displayed, indented, in the text .Texts of a length greatly exceeding this will be considered as interest warrants and space permits.
5. there should be no foot or endnotes.
6. references in both the text and end notes should follow Harvard style. References are cited in the text thus: (author, date: page).
7. an alphabetical references section should follow the text (and end notes if any), using the Harvard system."

Assessment Update (

Assessment Update is dedicated to covering the latest developments in the rapidly evolving area of higher education assessment. Assessment Update offers all academic leaders up-to-date information and practical advice on conducting assessments in a range of areas, including student learning and outcomes, faculty instruction, academic programs and curricula, student services, and overall institutional functioning. The editor welcomes short articles and news items. Guidelines follow for those who would like to contribute articles on outcomes assessment in higher education:
• The standard manuscript format is a 60-space line with 25 lines per page.
• Length: 4-8 typed, double-spaced pages (1,000–2,000 words). Calendar and Book Review sections may be 100–500 words in length. Annotations of recent publications for the Resources feature should be about 50–100 words long.
• Copyright: Articles shall not have been registered for copyright or published elsewhere prior to publication in Assessment Update.”

Canadian Journal for the Scholarship of Teaching and Learning (

"The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is supported by the Society for Teaching and Learning in Higher Education. We accept submissions (in French or English) from academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning. Submissions are welcome at any time.
CJSoTL welcomes submissions in the following categories:
1. Research papers – 5,000-8,000 words presenting original results of qualitative or quantitative research.
2. Research notes – 1,000 to 1,500 words presenting early findings or methodological innovations of ongoing research projects.
3. Essays – 3,000-5,000 words, argumentative or expository, on issues related to the development, use and support of SoTL in post-secondary education.
4. Calls for collaboration – literature supported papers of 1,000-1,500 words outlining research questions of substantial national interest and inviting collaboration.
5. Other submissions – the journal encourages innovation and creativity in forms of publication and will entertain proposals for other types of papers from authors.
• Only previously unpublished manuscripts not under review by any other journal will be considered by CJSoTL."

Change (

"Manuscripts, letters to the editor, and queries about the guidelines for writers should be submitted directly to the Change executive editor, Margaret Miller, at ude.ainigriv|rellimp#ude.ainigriv|rellimp.

"Because Change is a magazine rather than a journal, footnotes should not be included. References can be worked into the text or given parenthetically when necessary. A short list of "Related Readings" or "Resources" can be provided with the article where appropriate, and URLs can be provided for Web sites containing more extensive documentation."

College Teaching (

"College Teaching is interested in articles that explore: (1) aims and outcomes of teaching philosophy and practices that have significance beyond a specific discipline, including teaching of techniques, new classroom procedures, evaluations of innovative programs, and examination of contemporary developments; (2) teachers' roles, education, professional development, preparation to teach, and evaluation; and (3) incentives that encourage good teaching and ways good teaching is evaluated and rewarded. The editors welcome thoughtful reactions to articles appearing in the journal.

"Articles range from 750 to 5,000 words, depending on the nature of the topic. Discussion of promising practices should be short, whereas articles on research material may be longer. Commentaries, of no more than 850 words, will be considered. The journal is refereed. Each article is read by two reviewers, with a total review time of three to four months. Accepted manuscripts usually are published within one year.

"Manuscripts must be submitted exclusively to College Teaching. We cannot review—or publish—multiple submissions."

F-LIGHT (e-news from the TLT Group) (

F-LIGHT is a free online publication that describes studies related to the educational uses of technology. Some studies were done by a single faculty member about a single course; others involved departments, distance learning programs, accreditation self-studies, or whole institutions. These studies: (1) ask a useful question- a question you might want to ask (2) produce findings valuable enough to justify the effort of doing the study.
"We publish at least one report each issue from someone studying an educational use of technology. Use of Flashlight tools is not required! The format is only three-five paragraphs. (1) a very brief description of the study and why it was done, (2) at least one finding, (3) what was done with that finding, and (4) how the reader can find out more. Please write for a lay audience.”

Higher Education Research and Development (

Higher Education Research and Development Society of Australasia (HERDSA) seeks to publish research-based articles on the theory and practice of higher education. This includes comparative reviews and critically reflective case studies as well as empirically-based papers. All articles, of whatever nature, should lead to critical insights into the area being addressed, framed within an appropriate international context.
"The length of the manuscript should be around 5,000 - 6,000 words, with an absolute limit of 7,000 words. An abstract of no more than 300 words will need to be provided at submission stage. Authors should place a word count at the end of their manuscript: Please note that this must include all words in the entire submission including the abstract, title, references, and figure legends. Manuscripts which include over 7000 words will be returned to authors.
"Submitted manuscripts may not have been published elsewhere (though they may be based on a prior conference presentation or the like) and should not concurrently be being considered by another journal.”

Innovations in Education and Teaching International (

"Innovations in Education and Teaching International (IETI), is the journal of the Staff and Educational Development Association (SEDA) (Fount at: As such, contributions to the Journal should reflect SEDA's aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices. Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice.
"Educational development – also described as academic, faculty, staff or instructional development in some contexts – is taken to mean the activities engaged in by staff in specialist units, academic staff in departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development. Contributors should remember the international nature of the Journal's readership and both contextualize and consider the transferability of the practices and theories being examined."

Innovative Higher Education (

Innovative Higher Education, is a refereed scholarly journal with a distinguished and internationally known editorial review board. Its editorial goals are:
• To present descriptions and evaluations of innovations and provocative new ideas with relevance for action beyond the immediate context in higher education;
• To focus on the effect of such innovations on teaching and students;
• To be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and
• To strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.

“Manuscripts for Innovative Higher Education generally should not exceed 20-25 pages in length. Manuscripts may be submitted electronically to ude.agu|igyak#ude.agu|igyak. The manuscript and any related files should be sent as attachments in Word. The author's cover letter should be provided in the email itself. Include all contact information for the corresponding author, i.e., complete address information.”

Interdisciplinary Journal of Problem-Based Learning (IJPBL): online (

“The Interdisciplinary Journal of Problem-Based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
“Submission of articles that report on original research, classroom or project descriptions and evaluations, syntheses of the literature, assessments of the state of the art, and theoretical or conceptual positions that relate to the use of PBL are highly desired. Please note that for original research we expect to see an explanation of the research question(s), description of the methods employed, analysis used, and recommendations for implementation and further research. For classroom or project descriptions, data-based evidence is required.
“Manuscripts should be between 10 and 25 double-spaced U.S. standard letter size (8.5 " x 11 ") pages in length (not counting references, tables, appendices, etc.). In addition, an abstract of approximately 125 words is required.

International Journal for the Scholarship of Teaching (

"The focus of IJ-SoTL is the improvement of student learning in higher/tertiary education today through Scholarship of Teaching and Learning.
"Authors are requested to follow the IJ-SoTL guidelines for the submission of manuscripts for each year's January and July issues. Authors are also invited to become familiar with the editorial review process. Because SoTL is multi- and trans-disciplinary, and encompasses any teaching methods in their potential connections to improved student learning outcomes, IJ-SoTL is open to people from any discipline, field, program and is open to research on any pedagogical methods in any pedagogical contexts, media, and mediums. IJ-SoTL exists to help bring assumptions about teaching and learning into the light and to promote an evidence-based, collegial, public approach to teaching and learning that continuously builds a body of understanding and knowledge that is open to and for all. In so doing, IJ-SoTL exists to help transform ideas, practices, attitudes and results in higher education, as well as higher education culture itself.
"Submission Process:
• Submissions may be made at any time.
• All submissions must be previously unpublished manuscripts and must only be submitted to IJ-SoTL (multiple submissions of a manuscript to more than one publication at a time is not accepted).
1. SoTL Articles: 3,000 – 8,000 words
2. Essays on SoTL: 2,000 – 5,000 words
3. Personal Reflections/Experiences of SoTL: 1,000 – 1,500 words
4. Readers' Responses: 300 – 500 words"

Journal for the First-Year Experience & Students in Transition (

"The primary purpose of the Journal is to disseminate empirical research findings on student transition issues, including:
• Explorations into the college experience of first-year college students, sophomores, juniors, and seniors in terms of academic and social issues
• Transition issues unique to specific populations: non-traditional, traditional, ethnic minorities, transfer students, commuters, part-time students, etc.
• Examination of institutional policies and programs that affect students in transition, including first-year students"

The Teaching Professor (newsletter) (

"We welcome articles that discuss trends, present original research, and detail best practices in higher education. Although we do not accept pieces that attempt to market a product or service, we acknowledge the author’s institutional or professional affiliation. Editors may edit for length and clarity.
"Accepted articles generally fall under – but are not limited to – these general topic areas:
• Improving teaching and learning
• Legal or social trends affecting higher education
• Student recruitment, admissions, and enrollment
• Working with faculty
• Teaching online
• Student retention, success, and well-being
• Campus security and safety
• Administration challenges
• Distance education
• Complying with federal law
• Risk management and liability

"Length: Up to 1,200 words, but typically between 750-800 words.
Note: Teaching Professor submissions must fall within the 700 to 900 word range.
Style: Reports, essays, news stories, or scholarly articles are welcome. Limited tables, graphs, and references can be included. Due to the nature of newsletters, authors are encouraged to adopt a more practical and informal tone than is expected in academic journals."

International Journal for the Scholarship of Teaching and Learning: online (

“The International Journal for the Scholarship of Teaching & Learning is an open, peer-reviewed, international electronic journal published twice a year by the Center for Excellence in Teaching at Georgia Southern University to be an international vehicle for articles, essays, and discussions about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education today. All submissions undergo a double-blind peer-review process.
“SoTL is a key way to improve teaching effectiveness, student learning outcomes, and the continuous transformation of academic cultures and communities. Through research questions and methodologies applied to teaching and learning, the making public of that research and its results so that it can be analyzed and critiqued, and through the constructing of an available, growing body of knowledge, understanding, and wisdom about the teaching and learning processes and outcomes, college and university teaching is seen as a serious intellectual activity that can be evidence and outcome based.”

Inventio: Creative Thinking about Teaching and Learning: online (

Inventio is a project of the Division of Instructional and Technology Support Services (DoIT) at George Mason University. Regular issues, one each semester, feature peer-reviewed articles on instructional research, instructional philosophy, pedagogy, learning theory, and other significant issues related to excellence in learning and teaching. In addition to these feature articles, inventio also includes shorter articles on classroom practice and response and dialog sections about issues raised in the feature articles.
“If you are interested in preparing an article for inventio, please contact the Editorial Board by sending an email to inventio at ude.umg|oitnevni#ude.umg|oitnevni giving a brief description of your proposed article. The Editorial Board works cooperatively with authors to plan and develop each issue, so early notification of your interest in participating in an issue of the journal will help facilitate the process.”

Journal of Cognitive and Affective Learning (JCAL): online (

“JCAL is a peer-reviewed journal dedicated to disseminating research on holistic educational practices that focus on the significance of the cognitive-affective relationship in promoting deep and enduring learning. *JCAL ceased publication in May 2008, but the archives are accessible through this journal site.*”

Journal of Effective Teaching: online (

“The Journal of Effective Teaching is an electronic journal devoted to the exchange of ideas and information about undergraduate and graduate teaching. Articles are solicited for publication which address excellence in teaching at colleges and universities. We invite contributors to share their insights in pedagogy, innovations in teaching and learning, and classroom experiences in the form of a scholarly communication which will be reviewed by experts in teaching scholarship. Articles which draw upon specific-discipline based research or teaching practices should elaborate on how the teaching practice, research or findings relates across the disciplines. We are particularly interested in topics addressed in the particular content areas described at this site, including empirical research on pedagogy, innovations in teaching and learning, and classroom experiences.”

Journal of Faculty Development (

“The Journal of Faculty Development is an independent, peer-reviewed journal published by New Forums Press. Issued quarterly, the Journal is a medium for the exchange of information regarding professional development in post-secondary educational institutions. We publish a wide variety of articles, ranging from research studies (using qualitative or quantitative methodologies) to essays on theory and philosophy. Our readership includes faculty members, administrators, and faculty development professionals at all levels of higher education, therefore we encourage contributors to focus on the implications of their investigations for scholars and practitioners in the field. We have published manuscripts related to issues in professional development, higher education pedagogy, curriculum, leadership, program design and implementation, and evaluation and assessment. We welcome suggestions for thematic issues of the Journal—addressing a single issue, problem, or theory.

“The criteria used for the evaluation of manuscripts include:
• Logic and organization of the manuscript.
• Quality of writing.
• Clarity of the thesis, argument, or question.
• Quality of support for thesis/argument/question.
• Extent to which the implications are explored.
• Pertinence to scholars and practitioners in post-secondary education.
• Suitability for the Journal of Faculty Development:
a. represents a completely innovative contribution to the field
b. makes a contribution that is useful (but not necessarily ground-breaking)
c. describes novel ideas, concepts, or techniques
d. applies existing concepts and techniques in novel ways
e. integrates existing research in useful ways
f. provides a useful synthesis of ideas in the field

“Note: The Journal of Faculty Development does not publish articles that have appeared in other publications. Articles must differ substantively from previously published works. Manuscripts should generally not exceed 3,500 words (approximately 14 pages, double spaced, including references, tables, and figures).”

Journal of Graduate Teaching Assistant Development (

“The Journal of Graduate Teaching Assistant Development is dedicated to help Teaching Assistants become better instructors and to help institutions in developing their role within higher education.”

Journal of Scholarship of Teaching and Learning: online (

“The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum.
Authors are encouraged to submit work in one of the following submission categories:
• Traditional Research Reports: data driven studies with either a quantitative or qualitative emphasis
• Reflective Essays on SoTL
• Reviews of current themes in SoTL research including meta-analysis
• Case studies illustrating SoTL and its applications
• Comments and Communications on previous JoSoTL articles, or book or software reviews”

Journal of Student Centered Learning (

“The Journal of Student Centered Learning serves as a medium for the exchange of information and ideas that will address these and other pressing issues in higher education. In this complex world, creative classroom instruction centered on students is essential at all levels.
“Teachers who embrace student centered learning (SCL) encourage students to:
• take responsibility for their own learning,
• involve students directly in the discovery of knowledge,
• use materials that challenge students to use their prior knowledge to create new and deeper understandings of concepts,
• embrace the concept that learning is enhanced through social activities such as cooperative learning, problem based learning, etc.,
• use school, work, home, and community as resources for collaborative learning,
• involve all constituents in contributing to student learning (faculty, students, staff, alumni, employers, family, and others),
• use activities beyond the classroom to enhance the learning experience.

“Specific topics or issues the editorial board seeks to address in the Journal include: Cooperative Learning, Collaborative Learning, Learning Communities, Problem Based Learning, Project Based Learning, Service Learning, Case Method, peer based learning, paired or grouped courses, adult learning, experiential learning, Constructivist learning, and other related ideas.”

Journal of University Teaching and Learning Practice (JUTLP): online (

“The Journal of University Teaching and Learning Practice is a bi-annual, peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment.
The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere."

“What to submit:
• Papers which describe the collection and interpretation of data concerning the design or use of an educational approach;
• Papers which describe the application of principled methods, theory or tools to the design, development and/or implementation of an educational approach;
• Papers which characterize the literature relating to a particular educational approach;
• Organizational, management or policy initiatives in the area of educational design, development and implementation;
• Large case studies of local experiences where an educational approach has been fully implemented for over at least one year;
• Major educational technology developments;
• Major pedagogical or curriculum development initiatives
“Note: Papers must be submitted in their entirety and must not have been previously published.”

Journal on Excellence in College Teaching (

“The Journal on Excellence in College Teaching is a peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.

“Accepted for publication are papers on college and university teaching that demonstrate scholarly excellence in at least one of the following categories:
Research: Reports important results from own experience or research; describes problem clearly; provides baseline data; explains what researcher has done and why; and provides results.
Integration: Integrates research of others in meaningful way; compares or contrasts theories; critiques results; and/or provides context for future exploration.
Innovation: Proposes innovation of theory, approach, or process of teaching; provides original and creative ideas based on results of research by self or others; and outlines proposed strategy for testing effectiveness of ideas.
Inspiration: Provides inspiration for teaching excellence; combines personal values, insight, and experience to communicate enthusiasm and dedication to outstanding teaching.

“Papers appearing in the Journal may be interdisciplinary or specific to one or a group of disciplines, and may address a general or specific audience.”

LATISS – Learning and Teaching in the Social Sciences

Learning and Teaching (LATISS) is a peer-reviewed journal that uses the social sciences to reflect critically on learning and teaching in the changing context of higher education.
“The research field of Learning and Teaching includes:
• all aspects of learning and teaching and higher education reform from national and
• comparative perspectives, developments in curriculum, assessment, learning and teaching methods
• institutional, national and international policies on learning and teaching – e.g. shifts from elite to mass education, audit systems, quality enhancement, the Bologna process and markets in higher education.”

“Submissions should be original and not be under consideration by any other publication. Please ensure that the manuscript is for an audience with a basic knowledge of the area, and that it is written in a succinct, disciplined and precise style, avoiding jargon and convoluted constructions wherever possible. Contributions are likely to fall into one of four categories:
• Articles (5000-8000 words) extending knowledge through original research and scholarship.
• Essays (3000-4000 words) offering new perspectives and stimulating debate
• Reports (1000-2500 words) of research in progress and innovations in practice
• Reviews (600-1000 words) of relevant recent publications, electronic media and software and conferences.”

Learning and Teaching in Higher Education (LATHE): online (

“LATHE is an interdisciplinary refereed journal providing an accessible international forum for scholarly debate related to learning, teaching and assessment in higher education. LATHE aims to serve as an effective dissemination mechanism for pedagogic research and development through the publication of scholarly articles, book reviews and case studies of effective practice. The Editorial Board encourages contributions which promote innovative teaching, learning and assessment approaches that may be considered for adoption or adaptation by academics worldwide.

“Contributions should be original and will not be accepted if previously published or under consideration by another journal. Authors intending to submit articles should note that a comprehensive abstract must accompany the initial expression of interest. Authors are advised that the abstract will be forwarded to the review panel for the purposes of choosing potential papers for the journal. Authors are recommended to ensure that the abstract is as comprehensive and as detailed as possible.”

Michigan Journal of Community Service Learning (

“The MJCSL is a national, peer-reviewed journal for college and university faculty and administrators, with an editorial board of faculty from many academic disciplines and professional fields at the University of Michigan and other U.S. higher education institutions.
“The Goals of the Michigan Journal of Community Service Learning are to:
• Widen the community of service-learning educators, civic engagement educators, and engaged scholars
• Sustain and develop the intellectual vigor of those in these communities
• Encourage research and pedagogical scholarship in service-learning, campus-community partnerships, and engaged/public scholarship
• Contribute to the academic legitimacy of service-learning, civic engagement, and engaged/public scholarship
• Increase the number of students and faculty who have a chance to experience the rich benefits that accrue to service-learning and engaged scholarship participants.

“Therefore, the MJCSL seeks papers at the cutting edge of research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education that extend the knowledge base and support and strengthen practitioners' work.”

MountainRise: online (

“Originating in the ancient mountains of western North Carolina, MountainRise serves as an international vehicle for the Scholarship of Teaching & Learning (SoTL). MountainRise applies scholarly methodologies to the processes of teaching and learning, making that reflection and research public and open to critique, and thereby enabling a body of knowledge to develop, be reviewed and revised, the intellectual foundation, vision and practice of teaching are emphasized and enhanced.

“Suggested Areas for Submissions: Articles are to focus upon research in any area of pedagogy or focus upon current issues in teaching & learning and the practical implications of that research for teaching and learning in higher education. Some possible directions include but are not limited to the following:
• Explain a particular problem in teaching and/or the learning experience and, based upon research, provide a solution with justification and results and how those results are to be understood
• Present a personal case study or pedagogical problem, how and why it was researched as it was, the results, and the evaluation of those results with suggestions for further changes
• Explain the perspectives and expectations of students today on teaching & learning based upon measured investigation, interviews, etc. and what are their reasons and the implications of those perspectives for faculty”

National Teaching and Learning Forum (NTLF) we have a site license for this (

“We welcome the variety of interesting manuscripts on teaching and learning we have been receiving, and we know there are more of our readers with valuable things to say. Have you been thinking about writing on some aspect of your teaching? We encourage you to sit down and do it. We'd like to hear from you. Send us your thoughts.
“Articles may address any aspect of the topic, and may be discipline-specific or general in nature. However, it's important to keep a diverse readership in mind, since faculty from all disciplines and in all 50 states (and a growing international audience) now read The National Teaching and Learning Forum.

“Submissions may not exceed 1500 words (six ordinary typed pages) except in extremely unusual circumstances, and should be shorter whenever possible. Manuscripts may be submitted in typescript, double-spaced, 250 words per 8.5 x 11 page, but please include a copy on computer diskette as well. Submissions in electronic form are highly encouraged; indeed, submissions through E-mail are welcome.”

Reaching Through Teaching: online (

“The Center for Excellence in Teaching & Learning (CETL) provides leadership, support and advocacy of initiatives designed to enhance learning through teaching and scholarship. CETL cultivates an institutional culture that encourages, values, and rewards ongoing professional development that advances faculty effectiveness.

Teaching in Higher Education (

Teaching in Higher Education is an international, peer-reviewed journal. The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching.

“In particular the journal:
• critically examines the values and presuppositions underpinning teaching
• identifies new agendas for research
• introduces comparative perspectives and insights drawn from different cultures
• aims to apply and develop sustained reflection, investigation and critique to learning and teaching in higher education
• considers how teaching and research can be brought into closer relationship and teaching in higher education can itself become a field of research

“We hope that practitioners, scholars, researchers, teachers, and learners in a range of settings will consider writing for this issue. We welcome essays, policy critiques and reflective analysis, in addition to more conventional research articles. Contributors should comply with the journal’s normal guidelines for submission, including word length which should not exceed 600 words including bibliography. Papers will also be judged with reference to the journal’s aims, scope, and values, which are set out in the Policy Statement.”


Business Education Forum (

"Members of NBEA are encouraged to submit articles for publication in Business Education Forum.
Write the kind of article you would like to read. Business Education Forum is geared toward teachers in the field of business education. The style of the publication is academic, and its aim is to improve learning for students or make teaching more effective and interesting. The information appearing in Business Education Forum should not be readily available in other magazines or journals. Ideas should be developed clearly and comprehensively with supporting graphs and tables, if necessary. Avoid excessive jargon in favor of concise, specific, and concrete prose. Use active, not passive, words and phrases. Be sure to proofread your article for errors in grammar, punctuation, and spelling. A list of references should be included. Do not use footnotes. The closing paragraph in each article should be summarizing in nature and worthy of emphasis.
Length of Copy
Your manuscript should run from 1,500 to 2,000 words, or six to eight pages of double-spaced copy, using a 12-point font."

Perspectives on Economic Education (

"The mission of Perspectives on Economic Education Research (PEER) is to provide a forum for scholarship by publishing high quality refereed articles focused on teaching issues, classroom-based research, pedagogy, economic literacy, and other practical or applied research related to economic education. PEER seeks to publish a broad range of research including pedagogy models, case studies, experiments, active learning strategies, student-oriented issues, and other classroom-based scholarship of high quality and broad interest to economic educators.
"PEER welcomes submissions of basic and applied research, the results of which can be demonstrated to enhance the teaching or learning of economics. Accepted papers are expected to offer new insights or to be pedagogically useful, allowing readers to make links between economic issues and their applications in the classroom."

Science and Math

(much help from Gail Flatness)

American Biology Teacher (

"We encourage all biology educators to write for The American Biology Teacher. The peer-reviewed journal includes articles for teachers at every level. The five general categories of articles are:
• Feature Article (up to 4000 words)
a. Summaries of research on teaching alternatives, including evaluation of new methods, cooperative learning, concept maps, learning contracts, investigative experiences, educational technology, simulations and games, and biology standards
b. Social and ethical implications of biology and how to teach them, sex education, aging and death, genetic engineering, energy, pollution, agriculture, population,health care, nutrition, sexuality, gender, and drugs
c. Reviews of recent scientific advances in biology or fields that influence biology
d. Imaginative views of the future and suggestions for coping with changes
• Research on Learning (up to 4000 words)
Reports of original classroom research on innovative teaching strategies, learning methods, or curriculum comparisons. Such studies should be based on a research question, along with a hypothesis, discussion of an
appropriate design, and procedures, data, and analysis and inferences accompanied by limitations of the
study and recommendations for improved learning.
• Inquiry and Investigation (up to 3000 words)
Novel and engaging laboratory or field activities that address national biology education standards, complete with concept explanation, materials needed, student instructions, student assessment, and teacher implementation suggestions.
• How-To-Do-It (up to 2000 words)
Suggestions for implementation of laboratory, field, or other inquiry based classroom activities, including a title, rationale, objectives, materials, appropriate safety precautions, engagement strategies, student and teacher procedures, and assessment."

Journal of Biological Education (

UK focus

International Journal of Science and Mathematics Education (

International focus and specific invitation for nonnative English speakers.

International Journal of Mathematical Education: Policy and Practice (

International Journal of Mathematical Education: Policy and Practice (IJME) is an international research journal, which publishes original research papers and survey articles in all aspects of mathematical education at all levels- in schools, colleges, polytechnics, universities, industry and commerce. Topics in detail to be covered are: educational research, including mathematics education, teaching and learning, curriculum development study, mathematical problem solving, classroom practices of mathematics teachers, gender issues in mathematics education, teacher development, teaching materials and strategies, assessment and presentation of mathematics, designing and developing of tools, applications and interactive contents for the teaching and learning, educational policy/sociology, and comparative education and more.

Instructional Science (

Web site isn’t yielding info.

Journal of College Science Teaching (

"The Journal of College Science Teaching (JCST), an award-winning peer-reviewed, multidisciplinary periodical published by the National Science Teachers Association, invites the submission of original manuscripts reporting innovations or investigations in the teaching of science at the college level. Successful manuscripts may report interdisciplinary efforts or be of a sufficiently broad nature to be of interest to those centered in related disciplines. Manuscripts reporting innovations or collaborations leading to enhancements in college science learning and teaching are of particular interest to JCST.
"Other topics of interest include, but are by no means limited to, the following:
• Innovative use of technology in the classroom or laboratory
• Undergraduate research experiences and learning outcomes
• New approaches to the assessment of student learning
• Informal education activities (for example, museum or library activities)
• Professional development for college science faculty
• Aspects of teaching and learning in community colleges
• Productive collaborations between schools or departments
• Collaborations with those beyond the college environment
• Gender and diversity issues in the college science classroom
• Unique programs or departmental structures
• Online course development, implementation, and assessment
"All articles judged suitable for consideration will be peer-reviewed in a double-blind process by members of JCST’s Review Board. Manuscript length is limited to 3,000 words, exclusive of tables, figures, and references. Full author guidelines can be found at the NSTA website."

Journal of Research in Science Teaching (

"Articles: Many types of scholarly manuscripts about science teaching and learning are within JRST's domain, including, but not limited to: investigations employing experimental, qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; and critical reviews of the literature. JRST typically accepts articles up to 20 (single spaced) pages including tables and figures, but will consider the publication of longer manuscripts describing groundbreaking research.

"Articles are expected to reflect the best scholarly practice relevant to the study design. It is expected that you establish the importance of the study for science teaching and learning with reference to previous literature (including relevant articles from the JRST), provide a link between the problem and the study design, establish and justify the guiding theoretical framework and report the study methodology clearly and concisely. Data should be clearly presented, claims supported by evidence, with findings and implications that are clearly presented and advance the field.

"Comments and Criticism: These should contain expressions of opinion or information relating to articles published previously or to matters of interest to science educators. This section of JRST will be the forum where the readers may express any reasonable view on a matter relevant to science teaching and learning. Submissions for ‘‘Comments and Criticism’’ should not typically exceed 1000 words (including references). An abstract is not required. All other instructions for submitting a manuscript apply and should be followed accordingly.

"Research Briefs: JRST will consider for publication research briefs that provide timely and valuable information to the science education and education policy communities. Research briefs will undergo an expedited review process. Briefs should not typically exceed 1000 words (including references) and should provide clear and compelling summary of research findings that advance the field."

Journal of Science Education and Technology (

"The Journal of Science Education and Technology is an international and interdisciplinary forum for both invited and contributed peer reviewed articles that advance science education at all levels. The journal publishes a broad range of papers covering theory and practice in order to facilitate future efforts of individuals and groups involved in the field.
"Topics fall under the categories of disciplinary (e.g., biology, chemistry, physics, mathematics, computer science, and engineering), technological (e.g., computer, video, audio, and print), or organizational (e.g., legislation, administration, implementation, and teacher enhancement). Recognizing technology's growing role in both the understanding and development of science and in the delivery of information, the journal includes technology as a component of science education.
In addition to original research articles, the journal publishes case studies and reviews of books, media, software, and other relevant products."

Journal of STEM Education: Innovations and Research (

"The Journal of STEM (Science, Technology, Engineering and Mathematics) Education: Innovations and Research publishes peer-reviewed:
• real-world case studies and other innovations in education
• research articles from educational research that inform the readers on teaching and learning endeavors in STEM
• articles that discuss recent developments that have an impact on STEM education in areas such as policy and industry needs
Articles accepted for publication will describe experiments, innovations, awards, and programs involving STEM education. The articles are expected to describe the details of the experiments, provide visual materials that make the experiment clear to the reader, and discuss the impact on implementation in classrooms. Articles need to include an evaluation or assessment of the benefit of the instructional innovation. Articles that describe programs that promote STEM education are also welcome."

Science Education (

"Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections:
• Learning : containing both reports of empirical research studies and interpretive articles related to the psychological aspects of the learning of science.
• Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching to science.
• Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers on the unique qualities of free-choice science learning. Papers should investigate the impacts of experiences in settings such as museums, homes, the Internet, the community, or other non-school contexts. Papers should discuss perspectives on such learning and present research findings or positions describing the role that such science experiences play in promoting the public's science interest, knowledge and/or behaviors across the life span.
• Science Teacher Education : containing descriptive articles and reports on empirical research studies, organization and operation of science teacher education programs, and the effectiveness of practices, procedures, or programs of teacher education in science.
• Science Education Policy : including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on science teaching and learning. Additionally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions.
• Science Studies and Science Education : providing a forum for interdisciplinary investigations into science and science education, this section informs and derives perspectives from history, philosophy, anthropology, and sociology of science as well as cognitive psychology and artificial intelligence to contribute to the theory, methodology, policy, and practice of science education.
• Books : covering reviews of recently published books in the field.
In addition, the journal regularly carries a Comments and Criticism section which provides a forum for the expression of differing view points and commentary and clarification of topics in published papers."

Journal for Research in Mathematics Education (

"The editors of the Journal for Research in Mathematics Education encourage the submission of a variety of manuscripts. For information on preparing and submitting manuscripts to JRME, select the category of manuscript you wish to submit. For clarification of categories, visit the links to sample published works.
• Articles and reports of research, including experiments, case studies, surveys, philosophical studies, and historical studies (see sample)
• Research Commentaries: Brief commentary on issues pertaining to research (see sample)
• Brief Reports: Brief theoretical reports of research (see sample)
• Book Reviews: Critiques of newly published material (see sample)
• Monographs; An expanded discussion of a single research topic: (see sample)"

Journal of Mathematics Teacher Education (

The Journal of Mathematics Teacher Education (JMTE) is devoted to research that seeks to improve the education of mathematics teachers and develop teaching methods that better enable mathematics students to learn. The journal covers all stages of the professional development of mathematics teachers and teacher-educators. It serves as a forum for examining institutional, societal, and cultural influences that impact on teachers' learning and ultimately their students learning.
"Papers are published in one of three JMTE sections. Research papers reflect the main topics of the journal and go beyond local or national interest. Mathematics Teacher Education Around the World focuses on programs and issues of national significance that may be of wider interest or influence. Reader Commentary consists of short contributions that may offer a response to a published paper or develop an idea. The journal also publishes critiques of relevant reports and books.
“The word limit should be 10,000 words, not including references. Authors should indicate the words used on the manuscript. Submission of a manuscript implies: that the work described has not been published before; that it is not under consideration for publication anywhere else; that its publication has been approved by all co-authors, if any, as well as by the responsible authorities – tacitly or explicitly – at the institute where the work has been carried out.”

Journal of Science Teacher Education (

"The Journal of Science Teacher Education is the official journal of the Association for Science Teacher Education. It serves as a forum for disseminating research and theoretical position statements concerning the preparation and in-service education of science teachers. It adds to what we know about science teaching and learning and, most importantly, serves as a catalyst for thoughtful discussion concerning the enhancement of education for science teachers.
The journal features pragmatic articles that offer immediate ways to improve conditions in classroom methods, in-service workshops, and teacher recruitment and retention. In addition, the journal publishes data-driven research articles that show evidence of the effectiveness of teaching strategies, interventions, etc."

Journal of Science Education and Technology (

The Journal of Science Education and Technology is an international and interdisciplinary forum for both invited and contributed peer reviewed articles that advance science education at all levels. The journal publishes a broad range of papers covering theory and practice in order to facilitate future efforts of individuals and groups involved in the field.
"Topics fall under the categories of disciplinary (e.g., biology, chemistry, physics, mathematics, computer science, and engineering), technological (e.g., computer, video, audio, and print), or organizational (e.g., legislation, administration, implementation, and teacher enhancement). Recognizing technology’s growing role in both the understanding and development of science and in the delivery of information, the journal includes technology as a component of science education.”

Interactive Learning Environments (

"Interactive Learning Environments publishes peer-reviewed articles on all aspects of the design and use of interactive learning environments in the broadest sense, encompassing environments that support individual learners through to environments that support collaboration amongst groups of learners or co-workers.
"Specific themes the journal covers include the following:
Individual learning
• Innovative learning situations, including adaptive systems, intelligent tutoring, conversational and advisory systems
• Tools to aid learning and tools for studying and modeling learners
• Cognitive, social, developmental and motivational aspects of how learning comes about
• Principles of course design for effective learning, authoring tools
• Self-organized learning and learning to learn
Group Activity
• Informal knowledge exchange networks
• Participation in on-line discussion
• Computer supported teamwork projects
• Collaborative learning processes
• Peer tutoring and mentoring in computer mediated learning
• Self assessment and peer assessment in virtual classrooms
• Interactive video and audio technologies
Social and organizational issues
• Facilitating and managing organizational change
• Integrating e-learning with other business processes
• The interface between e-learning and knowledge management
• Production processes
• The use of digital repositories
• Courseware sharing and reuse"

Instructional Science (

Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts.
“Emphasizing reports of original empirical research, the journal stands out by providing space for full and detailed reporting of major studies. These include studies addressing learning processes, learning technology, learner characteristics, and learning outcomes. Regardless of the topic, all papers published in the journal make a contribution to the science of instruction by drawing out the instructional implications of new research on learning.
“Most years, Instructional Science publishes a guest-edited thematic special issue. Recent issues have explored cognitive load theory, networked learning, and web-based instruction.”

Social Sciences

Teaching of Psychology: Official Journal of the Society for the Teaching of Psychology (

"Teaching of Psychology is devoted to improvement of the teaching/learning process at all educational levels from secondary school through college and graduate school to continuing education. The journal includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching; innovative course descriptions and evaluations; curriculum designs; bibliographic material; demonstrations and laboratory projects; and news items.
"All submissions should include empirical assessment of the contribution. The empirical assessment should directly measure the impact of the technique on student learning (e.g., a pre-test/post-test analysis of learning) rather than student self-report of learning. Articles may vary in length up to 7,000 words."

Teaching Sociology (

"Teaching Sociology publishes several types of papers. The basic distinction is between articles and notes. Generally, articles are longer than notes (about 25 pages long), more analytical, contain an extensive literature review and data analysis. Notes are shorter (usually 15 pages or less), contain a shorter literature review, and present and assess a teaching technique. The distinction reflects the dual purposes of the journal: 1) to provide a forum for analyzing the scholarship of teaching and learning in sociology, and 2) as a forum for the exchange of specific teaching ideas.

"A processing fee of $25.00 is required for each paper submitted, except reviews. (Fees are waived for student members of the ASA and associate editors of Teaching Sociology.)"

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