STEM Study of Teaching and Learning Journals

ISSN 1469-7874 (3 issues p.a.) PEER REVIEWED 

Focuses on developments, innovations, and good practice in higher education teaching and learning worldwide. Includes accounts of research by those active in the field, overviews of topics, accounts of action research, outputs from subject-specific project teams, case studies, and theoretical perspectives.

ISSN 1935-1011 (6 issues p.a.) PEER REVIEWED 


Publishes original empirical and theoretical studies and analyses in education that constitute significant contributions to the understanding and/or improvement of educational processes and outcomes.The Social and Institutional Analysis section focuses on significant political, cultural, social, economic, and organizational issues in education, and the Teaching, Learning, and Human Development section explores the processes and outcomes of teaching, learning, and human development at all educational levels and in both formal and informal settings.

ISSN 1935-102X (9 issues p.a.) PEER REVIEWED 


Publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines. ER aims to make major programmatic research and new findings of broad importance widely accessible.

ISSN 1469-8420 (6 issues p.a.) PEER REVIEWED 
via Taylor & Francis Online

Promotes innovation and good practice in higher education through staff and educational development and subject-related practices. Aims to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development. Covers all areas of educational change in higher and other post-school education.

ISSN 1838-2959 (2 issues p.a.) PEER REVIEWED & OPEN ACCESS

Formerly the International Journal of the First Year in Tertiary Education, Student Success focuses on research and practice about enhancing the experience of tertiary students. Audiences are academic and professional staff involved in tertiary level teaching. Published bi-annually with one issue linked to the STARS (Students Transitions Achievement Retention Success) Conference.

 

ISSN 1532-7809 (4 issues p.a.) PEER REVIEWED 


Provides a multidisciplinary forum for the presentation and discussion of research on education and learning. Emphasis is placed on ideas that can change our understanding of learning as well as the practice of education. Fundamental focus is on understanding the processes, tools, and contexts, as well as outcomes, of learning in its myriad forms inside and outside of schools.

ISSN 1873-3263 (frequency varies) PEER REVIEWED 


Publishes the most advanced scientific research in the areas of learning, development, instruction and teaching. Papers represent a variety of theoretical perspectives and different methodological approaches and may refer to any age level and to a diversity of learning and instructional settings, from laboratory experiments to field studies.

ISSN 1878-0423 (3 issues p.a.) PEER REVIEWED 


Peer-reviewed forum for communication and debate for researchers interested in teaching thinking and creativity. Papers represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based. Includes studies of teaching and learning processes directly relevant to teaching thinking and fostering creativity and reports of research evaluating the efficacy of programmes, approaches, and innovations in teaching for thinking and creativity.

NARST is a worldwide organization of professionals committed to the improvement of science teaching and learning through research. Since its inception in 1928, NARST has promoted research in science education and the communication of knowledge generated by the research. The ultimate goal of NARST is to help all learners achieve science literacy.