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Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, or teacher education situated in an international perspective or in an international context.Teaching and Teacher Education is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. It is concerned with teaching and teacher education in general and devoted to all concerned with teaching.Teaching and Teacher Education recognizes that many disciplines have important contributions to make to teaching and teacher education and the Editors invite contributions from them. In the absence of any dominant paradigm, the journal welcomes varied approaches to empirical research, theoretical and conceptual analyses, and reviews (both qualitative and quantitative syntheses) of high quality.Teaching and Teacher Education aims to enhance theory, research, and practice in teaching and teacher education through the publication of primary research and review papers. The Journal does not publish unsolicited Book Reviews.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

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 Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees from the Journal's international editorial board. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis make every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

TechTrendsis a leading publication for professionals in the educational communication and technology field. As such its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of educational technology principles and techniques to instructional programs, corporate and military training, and any other kinds of information that can contribute to the advancement of knowledge of practice in the field, to provide a means by which practictioners can be kept current on the latest developments in the design, manufacture, and use of communications materials and devices: and to provide a vehicle for communication among the members of AECT to share information.

TechTrends considers manuscripts of the following types:Reports of innovative and/or exemplary practice. General articles discussing matters of concern to practitioners. Critical reviews of important literature, materials, and devices related to the field. Summaries of research translated into practical application. Reports of developmental programs and trends of national and international significance. News of the latest products, both materials and devices, for use in the field. Articles of use to managers and various specializations within the general educational communications and technology field.TechTrends is a peer-reviewed publication, and submitted manuscripts are reviewed without bias by a panel of consulting editors and other professionals with expertise in the topics

Technical Communication Quarterly (TCQ) is a refereed journal published four times per year with support from Taylor and Francis, the Association of Teachers of Technical Writing (ATTW), and the Texas Tech University English department. TCQ publishes research focused on technical communication in academic, scientific, technical, business, governmental, and related organizational or social contexts. Articles published in TCQ combine theoretical and practical perspectives. All articles have a sound basis in theory, use accessible examples and illustrations, and include implications for teaching, research, or practice in technical communication. Articles cover a range of topics that include communication design, pedagogical approaches, the role of digital technologies, ethics, the rhetoric of workplaces or professions, the practices of publication management, dialogue between academics and practitioners, research methods, and connections between social practices and organizational discourse.Individuals join the Association of Teachers of Technical Writing by subscribing to Technical Communication Quarterly. For more information, please visit the ATTW website at www.attw.org. Your TCQ subscription payment secures your membership in the ATTW, which entitles you to the following membership benefits: Full access to online archive of TCQ Printed copy of TCQ delivered to you Access to online publications on the ATTW website Access to members' directory and contact information Ability to network with hundreds of like-minded teaching professionals Access to member-specific announcements, job postings, articles, and news items 20% off any combination of book(s) and journal subscriptions from Baywood Publishing Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Technology in Society is an international journal devoted to a range of interdisciplinary fields most simply identified by the terms: technology assessment, science, technology and society; management of technology; technology and policy; the economics of technology; technology transfer, appropriate technology and economic development; ethical and value implications of science and technology; science and public policy; and technology forecasting. A focus common to all these fields is the role of technology in society - its economics, political and cultural dynamics; the social forces that shape technological decisions and the choices that are open to society with respect to the uses of technology.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Teori´a de la Educacio´n es una revista interuniversitaria de Educacio´n fundada en 1986 y cuyo tema son los estudios sobre teori´a de la Educacio´n. Su actual director es A´ngel Garci´a del Dujo, profesor de la Universidad de Salamanca. La revista tiene, desde 2009, una periodicidad semestral (2 volu´menes al an~o) y publica fundamentalmente los textos en castellano, aunque todos sus arti´culos llevan, adema´s, el ti´tulo, el resumen y las palabras clave tambie´n en ingle´s y france´s. La coedicio´n cienti´fica de esta revista se lleva a cabo con la participacio´n de los departamentos de Teori´a e Historia de la Educacio´n de las universidades de Alicante, Auto´noma de Barcelona, Complutense de Madrid, Granada, Islas Baleares, Ma´laga, Murcia, Oviedo, Pai´s Vasco, Rovira i Virgili de Tarragona, Salamanca, Santiago de Compostela, UNED, Valencia y Vigo. .

Tertiary Education and Management is the journal of The European Higher Education Society (EAIR).Tertiary Education and Management (TEAM) is an international peer-reviewed journal intended to create a better linkage of research, policy and practice in teaching and learning as well as in higher education management, governance and organisation. Being an interdisciplinary and international orientated journal, TEAM welcomes research contributions that reflect upon, study or question main developmental trends and practices, and address current and future challenges in higher education.Articles submitted should as a consequence be written for, understood by, and be relevant for a multicultural, multifaceted and international audience. TEAM is open for articles using a variety of approaches, methods and perspectives given that the articles demonstrate the relevance of the research in a broader context whether in other higher education institutions, in other national settings or in the international arena. Occasionally, TEAM also publishes articles where personal viewpoints/experiences or political arguments are made to stimulate discussion and reflection, or to challenge established thinking in the field of higher education. Such articles are published in a special "Forum" section of the journal.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and EAIR make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and EAIR and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and EAIR.

The American Biology Teacher is published by the National Association of Biology Teachers (Reston, VA). It is the official peer-reviewed journal of the National Association of Biology Teachers, issued nine times a year (monthly except June and July; November and December are combined).

The Australian Educational Researcher (AER) promotes understanding of educational issues through publication of original research and scholarly essays. The journal includes contributions from local and international researchers, representing a variety of relevant disciplinary perspectives.AER provides a forum for education researchers to debate current problems and issues.Contents include book reviews, scholarly essays, original quantitative and qualitative research and papers that are methodologically or theoretically innovative.AER welcomes contributions from a variety of disciplinary perspectives on any level of education.Special Issue ProposalsAustralian Educational ResearcherThe AER will publish occasional special issues to a maximum one per annum. It is expected that the guest editor(s) of the special issue submit a proposal to the Managing Editor who will then send it out to review to the Editorial Board.  The criteria upon which it will be judged are whether the issue addresses contemporary concerns

An official journal of the College English Association, The CEA Critic publishes scholarly works that, through "close reading" methodology, examine the texts of fiction, poetry, drama, nonfiction, and film studied on the college level. Bridging traditional academic scholarship with practical pedagogy, the journal encompasses a broad range of interests gathered traditionally under English studies: literature, womens studies, speech, composition, minority studies, creative writing, popular culture, film studies, technical communication, and ESL (English as a Second Language). By focusing on the contextual rather than the theoretical aspects of works, The CEA Critic provides a refreshingly sharp academic and practical perspective for teachers and scholars alike. Published three times a year in Winter, Spring-Summer, and Fall for the College English Association (CEA).

The Canadian Modern Language Review 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 Second Language Vocabulary Acquisition

The Clinical Supervisor is the premier journal in the United States devoted exclusively to the art and science of clinical supervision. An interdisciplinary, refereed publication of the highest standards, the journal communicates the ideas, experiences, skills, techniques, concerns, and needs of supervisors in psychotherapy and mental health. You will find what you need to know about supervision to effectively supervise students and trainees. The Clinical Supervisor provides a unique forum for debate, historical analysis, new techniques, program description, theory, managed care and clinical practice issues, and other topics of vital interest to today's supervisors. The journal maintains high standards, with recent articles covering: the usefulness of developmental stage models for clinical social work students; the effects of therapist self-monitoring on therapeutic alliance and subsequent therapeutic outcome; becoming a supervisor in family therapy; the inter-subjective approach in supervision; legal and ethical issues for supervisors; mentoring in clinical psychology doctoral programs (a national survey of directors-in-training); unexpected challenges faced by psychotherapy trainees, and much more. The Clinical Supervisor covers topics you can directly apply to your own supervisory situation. Whether you work with practitioners or students, whether you are a direct supervisor or are responsible for practicum programs, this unique journal will keep you up to date by providing you with theoretical articles, empirical research (qualitative and quantitative), and reflective pieces within your own discipline and from other related disciplines. It will help you remain competitive and assist you in adapting to the rapid changes that continually occur in the evolving fields of psychotherapy and mental health. Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous, double-blind reviews by at least two referees. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.