The SoTL Advocate

Supporting efforts to make public the reflection and study of teaching and learning at Illinois State University and beyond…


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A Sampling of What Psychologists (and Some of You in Other Disciplines!) Engaged In SoTL Might Learn From Sociology

Written by Kathleen McKinney, Professor of Sociology & Cross Endowed Chair in SoTL, Emeritus, Illinois State University; Maxine Atkinson, Professor of Sociology, and Tyler Flockhart, Graduate Student, North Carolina State University

We were honored to be invited to write, and submit for review, a paper for the journal, Scholarship of Teaching and Learning in Psychology, for their special section of ‘Cross Fertilization’ papers. In these papers, SoTL researchers from a discipline other than psychology offer ideas that might be of interest and use to psychologists doing or considering doing SoTL. Though our focus was on this sociology to psychology idea transfer, we believe some of what we discuss and illustrate in the paper might be of use to those in other disciplines as well. Thus, in this blog post, we briefly outline the content of our paper and provide a reference to the full paper.[1]

Recognizing the overlap between the disciplines of sociology and psychology as well as the significant contributions of psychologists to the research on learning and SoTL, we focus in the full paper on three areas in sociological scholarship of teaching and learning (SoTL) and sociology that offer potential contributions to psychologists (and others) engaged in SoTL research. Though our suggestions come directly from the heart of theory and method in our discipline in general, we began by offering some grounding of our ideas in the history and literature on teaching and SoTL, specifically, in sociology as well as in the field of SoTL more generally. To do this, we offer example citations of early (1980’s) writing in the sociology teaching-learning movement and more recent writing in the field of SoTL that support the importance of both context and qualitative methods in SoTL research.

Drawing from analyses of content in the journal Teaching Sociology, we then offer a brief overview of the ‘face of SoTL in sociology’ that might be of interest to others by reviewing some of the recent trends in SoTL in sociology including what research methods are used, the topics covered, and a few common findings. This overview of SoTL in sociology shows, empirically, that sociologists value critical thinking and deep learning as important learning objectives, that active learning and strong relevance of content to students are both useful pedagogies, and that student attitudes as well as student demographics or group membership can be related to student learning. SoTL research in sociology is also evidence-based, is very often at the classroom level, and uses multiple methods or measures to gather data, though often including student self-perceptions of learning.

Next, we address the utility of the ‘sociological imagination’—as well as two related, example theories that involve social structure, stratification, and social interaction—as a perspective for further understanding of teaching, learning, and SoTL. The sociological imagination is the key threshold concept (Meyer and Land, 2006) of our discipline and this paradigm tells us that human behavior exists in social context. C. Wright Mills (1959) defined the sociological imagination as the intersection of individual biography and historical context and emphasized the importance of distinguishing between personal troubles and public issues. Thus, sociologists argue that viewing learning as something that happens within individuals without consideration of the historical and social context within which these individuals learn is a limited and problematic view. Based on the sociological imagination and sociological level theories, we then urge psychologists and others doing SoTL to include three sets of variables and measures in their SoTL research: demographic or sub-cultural, interpersonal, and contextual. Including such variables and measures, we argue, will improve SoTL research and our ability to understand findings, as well as increase teacher effectiveness and student learning. We briefly summarize several SoTL in sociology studies that include one or more of these types of variables. We also apply the sociological imagination to a concrete example of a psychological construct and a teaching-learning issue– that of studying self-efficacy for learning statistics– to illustrate the types of research questions and variables to measure that would stem from such an analysis.

We then discuss the value, and sociological examples, of qualitative methods for SoTL research. As many of you know, qualitative methods– such as ‘think-alouds’, interviews and focus groups, observation, open-ended survey questions, and qualitative analysis of student writing and other products –have a variety of characteristics that fit well with many SoTL research questions. “Qualitative data are data in verbal or textual or visual form. Such data are more detailed and more directly reflect the voice of the participant. Qualitative work generally uses a naturalistic and interpretive strategy. The participants’ understanding of the meaning of the phenomenon is critical. You can obtain rich and elaborate data, look for emergent themes, draw some ideas about process, and quote the actual words of your respondents.” (McKinney, 2007, p. 68). Qualitative methods and data may also be especially useful for including ‘student voices’ in our SoTL research and providing data to help us understand process and intervening variables– the how, when, why– in our studies. We end this section of our paper with a brief summary of several SoTL in sociology studies that use qualitative methods.

Finally, we conclude the article by offering numerous additional sociologically-based research ideas that stem from the sociological imagination and the use of qualitative methods. Though the paper focuses on what psychologists might learn from our ideas, we hope that some of you in other disciplines will enjoy the full paper and find some uses for our suggestions.

Blog References

McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass.

Meyer, J. H. F., & Land, R. (Eds.). (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London: Routledge.

Mills, C.W. (1959). The sociological imagination. New York, NY: Oxford University Press.

 

[1] This post includes original text as well as edited excerpts from the full article: McKinney, K., Atkinson, M., & Flockhart, T. (2017). A Sampling of What Psychologists Engaged in SoTL Might Learn from Sociology: Cross-fertilization article. Scholarship of Teaching and Learning in Psychology. (in press, June). http://psycnet.apa.org/psycinfo/2017-19187-001/

 

 


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Student Teaching in Eastbourne, England: A SoTL Small Grant Project Grant One Year Later

Written by: Erin Mikulec and Jill Donnel, School of Teaching and Learning at Illinois State University

globalThe College of Education and the University of Brighton have worked in partnership for over 25 years to provide ISU students with the opportunity to complete half of their 16-week student teaching experience in schools in Eastbourne, England. However, to date, there has been no longitudinal research using multiple measures of data to investigate the impact(s) of the program. To that end, we proposed a study to examine the personal and professional learning outcomes of students who complete half of their student teaching in Eastbourne, England.

We began with a pilot study in October 2015 with five students participating in the program and collected the first iteration of data with a group of 18 students in February 2016. The students represented three different majors in the School of Teaching and Learning: Early Childhood Education, Elementary Education and Middle Level Education. Prior to leaving for England, the students had completed eight weeks of student teaching in schools in Illinois.

The study included multiple measures of data over the course of the students’ 8-week experience in England:

  • Students completed pre-departure modules to help prepare them for living in England and to familiarize them with the English school system, the National Curriculum, and classroom management practices.
  • We then traveled with the students for the first week of their experience, where we participated in their induction and orientation activities, and accompanied them to their schools to meet their cooperating teachers. We held a focus group discussion after the school visit in which the students discussed their first day at school, their decision to participate in the program, and their expectations for their student teaching experiences.
  • Over the course of the semester, students completed weekly reflections. This allowed us as the researchers to observe growth and development over the course of the experience, rather than at a fixed point in time. Each reflection provided guided questions focusing on different aspects of teaching and also allowed for making comparisons between student teaching experiences in Illinois and England. Site supervisors from the University of Brighton visited and evaluated the students twice during the program. These reports were also collected as data and provided an external perspective on the students’ teaching practices.
  • At the end of the 8-week student teaching program, students completed a final reflection in which they discussed how they believed the experience had changed them personally and professionally, their challenges and successes, what they will take with them from the experience into their future classrooms, and their preparation to return home to the United States.

Although we are now in the final stage of collecting our third iteration of data, we have identified several emerging themes from looking at our first two cohorts of data. Our initial findings indicate that there were personal and professional learning outcomes across all three majors, within each major, and even several shared between two majors.  For instance, the data revealed that the experience led to increased self-confidence both personally and professionally, as well as an increase in cultural awareness, in and out of the classroom for all three majors. In terms of themes shared between two majors, Early Childhood Education and Elementary Education students reported that the experience helped them to practice differentiation in instruction, and to see the value of student choice in the classroom. Data from Elementary and Middle Level Education students indicated that their experience helped them to work with diverse student populations and to negotiate classroom management strategies that are different from what they had experienced during their student teaching placement in Illinois.

Across all program areas, the participants identified ways in which they believed that the English school system exemplified certain aspects of teaching that they had not seen in a similar manner in their Illinois placements. Overall, the initial findings indicate that the student teaching experience in Eastbourne provided participants with a hands-on opportunity to compare and contrast the U.S. and the U.K. educational systems. By finishing the remainder of their student teaching in England, the students were able to recognize differences in practices and how they could use this practical experience improve upon their own in their future classrooms.

With the third and final iteration of data concluding, we look forward to analyzing the remaining data and completing the project. We presented our initial findings at the ISSoTL conference in October, 2016 in Los Angeles, as well as at ISU’s University-Wide Teaching and Learning Symposium in January, 2017. Both presentations yielded constructive and positive feedback. In addition to submitting a manuscript for publication, the results from this study will also be used to inform practice in the School of Teaching and Learning’s student teaching program, both in Illinois and England.


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Where Can My SoTL Be Published? A Focus on Math and Science-Related Disciplines

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

This week is the fifth installment in the series that started in February with the question “where can my SoTL be published?” Subsequent weeks focused on publication outlets for health-related, business-related, and arts and humanities-related disciplines. This week, the spotlight is on SoTL publication outlets for math and science disciplines (e.g. biology, chemistry, physics).

The list below presents links for arts and humanities journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Cross-Disciplinary Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

International Journal of Science Education The International Journal of Science Education (IJSE) bridges the gap between research and practice, providing information, ideas and opinion. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal accepts empirical research papers, papers on innovations and developments, position papers, theoretical papers and letters to the editors.
Journal of College Science Teaching No aims or scope provided for this journal
Journal of Computers in Math and Science Teaching JCMST is a scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Journal of Environmental Education The Journal of Environmental Education is a research-oriented, refereed periodical intended to provide a forum for critical and constructive debate on all aspects of research, theory and practice in environmental and sustainability education (EE & SE). Publication of diverse theoretical and methodological approaches and perspectives for international audiences is aimed at improving the quality of research and practice in the fields of EE & SE. Articles are encouraged that focus on methodological issues, challenges to existing theoretical discourses, conceptual work that links theory and practice and that crosses disciplinary boundaries.
Journal of Research in Science Teaching Journal of Research in Science Teaching publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
Journal of Science Education and Technology Journal of Science Education and Technology published work categorized as disciplinary (biology, chemistry, physics, mathematics, computer science and engineering and the learning processes related to their acquisition and assessment of results), technological (computer, video, audio and print), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology is playing an increasing role both in the understanding and the development of science disciplines and in the delivery of information, the journal includes it as a component of science education.
Journal of Technology and Science Education The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities.
Natural Sciences Education Natural Sciences Education (NSE) is a peer-reviewed international journal published online continuously during the year. Articles are written by and for educators in the areas of animal science, ecology, natural resources, agronomy, the environment, entomology, and more.
Research in Science and Technical Education Research in Science & Technological Education is an original research journal publishing international perspectives on science and/or technological education. Scholarly research that investigates and interrogates the psychological, sociological, economic and organizational aspects of science and technological education, as well as developments within the global curriculum is encouraged.
Science & Education Science & Education publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics. In addition, the journal disseminates accounts of lessons, units of work, and programs at all levels of science and mathematics that have successfully utilized history and philosophy.
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.

 

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Astronomy
Astronomy Education Review No aims or scope were provided for this journal.
Biology
American Biology Teacher The American Biology Teacher is a journal designed to support the teaching of K-16 biology and life science. The journal features articles relating to the content of biology, commentaries on the social and ethical implications of biology, biology teaching strategies appropriate to the classroom, laboratory and field sites, trends in biology teaching, and those that offer assistance in the professional development of biology and life science teachers.
Biochemistry and Molecular Biology Education Biochemistry and Molecular Biology Education is an international journal aimed to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials.
CBE-Life Sciences Education CBE—Life Sciences Education (LSE) publishes original, previously unpublished, peer-reviewed articles on research and evaluation related to life sciences education, as well as articles about evidence-based biology instruction at all levels. One goal of the journal is to encourage teachers and instructors to view teaching and learning the way scientists view their research, as an intellectual undertaking that is informed by systematic collection, analysis, and interpretation of data related to student learning.
Journal of Biological Education Journal of Biological Education is firmly established as the authoritative voice in the world of biological education. The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore.
Journal of Microbiology & Biology Education The Journal of Microbiology & Biology Education (JMBE) publishes original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.  JMBE welcomes thoughtful and supported submissions pertaining to scholarly teaching in undergraduate, graduate and professional (e.g., medical school) education, K-12 outreach, and informal education.
Chemistry
The Chemical Educator The Chemical Educator is a peer-reviewed journal serving the needs of all chemical education professionals at an affordable cost. The Chemical Educator is a working journal, a reference to current topics, experiments, and teaching methodology.
Chemistry Education Research and Practice Chemistry Education Research and Practice (CERP) is a peer-reviewed journal for teachers, researchers and other practitioners at all levels of chemistry education.
Journal of Chemical Education The Journal of Chemical Education publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
Engineering
Australasian Journal of Engineering Education The Australasian Journal of Engineering Education (AJEE) is offered as a means of exchanging current work and ideas, predominately from Australasian engineering education faculties and as a resource for Continuing Professional Development for our community.
Chemical Engineering Education CEE publishes papers in the broad field of chemical engineering education. Regular articles generally describe a course, a laboratory, a ChE curriculum, a graduate program, a special instructional program, a novel teaching approach, a method of using technology to improve teaching and so forth.
International Journal of Engineering Education The International Journal of Engineering Education is an independent, peer-reviewed journal. It has been serving as an international archival forum of scholarly research related to engineering education for over thirty years.
Journal of Engineering Education The Journal of Engineering Education is a peer-reviewed research journal focused on engineering education.
Geography/Geology
Journal of Geography The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.
Journal of Geography in Higher Education The Journal of Geography in Higher Education is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.
Journal of Geoscience Education The Journal of Geoscience Education (JGE)is the premier peer-reviewed publication for geoscience education research at the undergraduate and pre-college levels. JGE serves as the only international forum for the publication of research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences.
Mathematics
The College Mathematics Journal The College Mathematics Journal is designed to enhance classroom learning and stimulate thinking regarding undergraduate mathematics. It publishes articles, short Classroom Capsules, problems, solutions, media reviews, and other pieces. All are aimed at the college mathematics curriculum with emphasis on topics taught in the first two years.
Educational Studies in Mathematics Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematical education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them.
Investigations in Mathematics Learning Investigations in Mathematics Learning seeks to stimulate, generate, coordinate, and disseminate research efforts designed to understand and/or influence factors that affect mathematics learning.
Journal for Research in Mathematics Education JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: research reports, research notes, research commentaries, and book reviews.
Journal of Statistics Education JSE disseminates knowledge for the improvement of statistics education at all levels, including elementary, secondary, post-secondary, post-graduate, continuing, and workplace education.
Mathematics Teacher The Mathematics Teacher is devoted to improving mathematics instruction from grade 8-14 and supporting teacher education programs. It provides a forum for sharing activities and pedagogical strategies, deepening understanding of mathematical ideas, and linking mathematics education research to practice.
PRIMUS PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies) is a leading journal for exchanging ideas about teaching collegiate mathematics. PRIMUS publishes lively and engaging articles for a readership comprised primarily of practitioners.  The journal’s focus is on pedagogical initiatives in college-level mathematics, mathematics education, and elementary statistics ranging in scale of application from individual students and courses to curricula and entire programs.
Physics
American Journal of Physics The American Journal of Physics publishes papers that meet the needs and intellectual interests of college and university physics teachers and students.
Physics Education Physics Education is the international journal for everyone involved with the teaching of physics in schools and colleges. The articles reflect the needs and interests of secondary school teachers, teacher trainers and those involved with courses up to introductory undergraduate level.

 


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Where Can My SoTL Be Published? A Focus on Arts & Humanities

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

This week is the fourth installment in the series that started in February with the question “where can my SoTL be published?” Subsequent weeks focused on publication outlets for health-related and business-related disciplines. This week, the spotlight is on SoTL publication outlets for arts and humanities disciplines (e.g. visual art, film/media art, music, dance, creative writing, languages/literatures/cultures, philosophy, history, religion, literature, and linguistics).

The list below presents links for arts and humanities journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Art
Art Education Art Education covers a diverse range of topics of professional interest to art educators and anyone whose interest is quality visual arts education. It is published bi-monthly in full color, and each issue features an Instructional Resource article, making Art Education a significant addition to every teacher’s reference library.
International Journal of Art and Design Education The International Journal of Art & Design Education is the primary source for the dissemination of independently refereed articles about the visual arts, creativity, crafts, design, and art history, in all aspects, phases and types of education contexts and learning situations. The journal welcomes articles from a wide range of theoretical and methodological approaches to research, and encourages submissions from the broader fields of education and the arts that are concerned with learning through art and creative education.
Journal of Aesthetic Education Journal of Aesthetic Education (JAE) is an interdisciplinary journal that focuses on clarifying the issues of aesthetic education understood in its most extensive meaning. The Journal thus welcomes articles on philosophical aesthetics and education devoted to problem areas in education critical to arts and humanities at all institutional levels, to an understanding of the aesthetic import of the new communications media and environmental aesthetics, and to an understanding of the aesthetic character of humanistic disciplines.
Studies in Art Education Studies includes explorations of theory and practice in the areas of art production, art criticism, aesthetics, art history, human development, curriculum and instruction, and assessment. It also publishes reports of applicable research in related fields such as anthropology, education, psychology, philosophy, and sociology.
Teaching Artist Journal The mission of the Teaching Artist Journal is to advance and document innovative and effective teaching artistry, serve as a vital international forum, promote interdisciplinary critical-praxis, and connect diverse teaching artists through new methods, theories, and models. The Journal also seeks to advocate for the complex interests of teaching artists and their constituents, share field-specific artistic, educative, and psycho-social insights with theorists and practitioners within broader areas of study, and advocate for access to arts experiences for all.
Art History
Art History Pedagogy and Practice Art History Pedagogy & Practice (AHPP) is a peer-reviewed, open-access e-journal dedicated to advancing teaching and learning in art history. The journal provides a forum for scholarly discourse that articulates and presents the range of pedagogical methods for learners in formal, informal, and virtual learning environments. Art History Pedagogy & Practice embraces multiple research models that examine the effectiveness of instructional strategies and technologies that build the skills, theories, concepts, and values necessary to art historical practice.
Dance
Dance Teacher No scope or aims were published on this site.
English
Assessing Writing Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (‘direct’ and standardized forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations).
College Composition and Communication College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. The field of composition studies draws on research and theories from a broad range of humanistic disciplines and from within composition and rhetoric studies, where a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, and the history of these fields.
College English College English 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.
Computers and Composition 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.
English Education English Education is the journal of the Conference on English Education (CEE), a constituent organization of the National Council of Teachers of English (NCTE). The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction.
Journal of Teaching Writing The Journal of Teaching Writing publishes articles of interest to teachers at all grade levels, from preschool through university, that address the practices and theories which bear on our knowledge of how people learn and communicate through writing.
Kairos Kairos is a refereed, open-access, online journal exploring the intersections of rhetoric, technology, and pedagogy. Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media.
Pedagogy Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. In spite of the large role that teaching plays in the lives of most English studies scholars, no other mainstream journal in English devotes itself exclusively to pedagogical issues spanning the entire discipline. By contrast, Pedagogy covers all areas of English studies from literature and literary criticism to composition to cultural studies.
Research in the Teaching of English Research in the Teaching of English is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.
History
History Teacher The History Teacher publishes inspirational scholarship on traditional and unconventional techniques in history education.
Journal of American History The Journal of American History (JAH) is the leading scholarly publication and the journal of record in American history. The JAH publishes articles, and interchanges, states-of-the-field, as well as reviews of books, digital history projects, exhibits, and movies. The JAH makes selected content freely available, including the “Textbooks and Teaching” section and Teaching the JAH.
Teaching History Teaching History seeks to provide history teachers at all levels with the best and newest teaching ideas for their classrooms.
Languages, Literatures, & Cultures
Foreign Language Annals Foreign Language Annals seeks to serve the professional interests of classroom instructors, researchers, and administrators across a range of contexts and is dedicated to the advancement of the teaching and learning of foreign languages, particularly languages other than English. The journal welcomes submissions that report empirical research on, and that have clear and significant implications for, foreign language teaching and learning at all levels of instruction. The journal also welcomes manuscripts that advance theoretical discussions in foreign language education as well as manuscripts that document the effectiveness of teaching strategies or address a wide variety of emerging issues of interest within the profession.
French Review The French Review publishes (in English and French) approximately 50 articles and 300 reviews on French and Francophone literature, cinema, culture, linguistics, and pedagogy.
Hispania Hispania publishes original, unpublished manuscripts on applied linguistics, cultural studies, culture, film, language, linguistics, literary criticism, literature, and pedagogy having to do with Spanish and Portuguese. Throughout Hispania‘s history, it has published scholarly articles and reviews that are judged to be of interest to specialists in the discipline(s) as well as to a diverse readership of teachers of Spanish and Portuguese.
International Review of Applied Linguistics in Language Teaching International Review of Applied Linguistics in Language Teaching (IRAL) is devoted to problems of general and applied linguistics in their various forms. IRAL‘s long-term interest lies in areas of research which concern first- and second-language acquisition (including sign language and gestural systems). Contributions are welcome on naturalistic and instructed language learning, language loss, bilingualism, language contact, pidgins and creoles, language for specific purposes, language technology, mother-tongue education, terminology and translation.
Language Educator The Language Educator includes feature articles on important developments in language teaching and learning. Special emphasis is placed on new technology, innovative programs, and all levels of education from early language learning through postsecondary study.
Music
International Journal of Music Education The International Journal of Music Education (IJME) publishes scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction.
Journal of Research in Music Education Journal of Research in Music Education comprises reports of peer-reviewed original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
Music Educators Journal Music Educators Journal offers peer-reviewed scholarly and practical articles on music teaching approaches and philosophies, instructional techniques, current trends and issues in music education in schools and communities and the latest in products and services.
Philosophy of Music Education Review PMER invites original and previously unpublished submissions, including articles addressing philosophical or theoretical issues relevant to music education; responses to articles that have appeared in PMER, or comments on other issues relevant to the philosophy of music education (no longer than 1500 words); and book reviews, offering critical analysis of recent publications dealing with philosophical or theoretical issues in music education.
Philosophy
Metaphilosophy Metaphilosophy publishes articles and book reviews stressing considerations about philosophy and particular schools, methods or fields of philosophy. The intended scope is very broad: no method, field or school is excluded. Particular areas of interest include issues in the teaching of philosophy.
Teaching Philosophy Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy.  Articles addressing any subject area in philosophy, as well as articles applying current scholarship on teaching and learning to the study of philosophy, are welcome.
Theater
Research in Drama Education Research in Drama Education provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts.
Theater Topics Theatre Topics is a peer-reviewed publication committed to publishing subjects of current interest, written in accessible and well-defined language, for a general audience of theatre educators and practitioners. Subjects of interest include acting, advocacy, community-based theatre, design, directing, dramaturgy, and theatre pedagogy, with an emphasis on articles that reflect the intersection of theory and practice.

 


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Where Can My SoTL Be Published? A Focus on Business-Related Disciplines

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

 This week is the third installment in the series that started in February with the question “where can my SoTL be published?” This week, the spotlight is on SoTL publication outlets for business-related fields such as: accounting, business administration, business information, business education, finance, insurance, international business, management, marketing, and economics.

The list below presents links for SoTL-friendly business journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Journal Name Aim/Scope/Mission of Journal (excerpted, sometimes verbatim, from journal websites)
Accounting
Accounting Education Accounting Education is a peer-reviewed international journal devoted to publishing research-based papers on key aspects of accounting education and training of relevance to practitioners, academics, trainers, students and professional bodies, particularly papers dealing with the effectiveness of accounting education or training.
Global Perspectives on Accounting Education No aims/mission/scope were provided on the journal website.
Issues in Accounting Education The mission of Issues in Accounting Education is to publish research, commentaries, instructional resources, and book reviews that assist accounting faculty in teaching and that address important issues in accounting education. Issues of the journal consists of two major sections: Research and Commentary and Instructional Resources.
Journal of Accounting Education The Journal of Accounting Education is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education.
Business Administration/Information
Business Education & Accreditation Business Education & Accreditation 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.
Business Education Forum Business Education Forum is a professional journal, written by practitioners, for practitioners. Articles published in the Forum aim to interest teachers in the field of business education and improve learning for students by making teaching more effective and creative.
International Journal for Business Education The purpose of IJBE is to provide international business educators with articles concerning current and/or future teaching strategies as they relate to business education, research-based articles on business education and technology ideas for business education. The focus can be from any area of business education including technology, communications, leadership, management, marketing, etc. that will be of interest to international business educators.
Journal for Global Business Administration The Journal for Global Business Education is a refereed publication of the United States chapter of the International Society for Business Education (ISBE). The U.S. Chapter is one of multiple chapters of the Société pour l’Enseignment Commercial (SIEC). These chapters represent different countries that are engaged in education for international business.

Submitted manuscripts should focus on International Business and may include reviews of literature, research, teaching methodologies, and other appropriate options.

Journal of Applied Research for Business Administration No aim/scope/mission listed on the journal website.
Journal of Business Ethics Education The Journal of Business Ethics Education seeks to publish educational materials suitable for use in ethics courses or in other business courses where ethical issues are discussed. These include case studies, lecture articles for student use, articles and ethical analyses for instructors, role-playing material, syllabi and curricula, and downloadable software or audio/visual material. There is a particular emphasis on approaches that encourage student participation as opposed to passive learning.
Journal of Education for Business The Journal of Education for Business features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today’s business world and in the business professions that are fundamentally influencing the competencies that business graduates need.
Journal of Entrepreneurship Education The Journal of Entrepreneurship Education publishes theoretical or empirical works in entrepreneurship education and training.
Journal of International Business Education The mission of the Journal of International Business Education is to enhance education in international business worldwide through the publication of high quality refereed teaching materials, articles on key developments in teaching methods and technologies, and new institutional frameworks for international business education.
Economics & Finance
Journal of Economic Education The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media.
Journal of Economics and Finance Education The Journal of Economics and Finance Education (JEFE) is a general interest publication, which targets articles in the area of economic and finance education. JEFE invites economic and finance contributions in three main areas: research, instruction, and content. The journal encourages empirical and methodological contributions and will entertain theoretical articles in some instances.
Journal of Financial Education The Journal of Financial Education is devoted to promoting financial education through publication of articles that focus on educational research, creative pedagogy, and curriculum development. We publish articles that help improve the delivery of financial education through research that tests hypotheses regarding all aspects of the educational process, pedagogical papers that offer interesting or unique approaches to teaching, case studies, and literature reviews.  In particular, we strive to tie educational ideas and innovations discussed in the journal to assurance of learning principles whenever possible.
International Business
Journal of Teaching in International Business The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure a global mindset and optimum, cost-effective learning in international business. This journal contains original, significant, scholarly, and applied articles that: say something meaningful to international business curriculum developers; use empirical data and analysis to show the effectiveness of various approaches to teaching international business; enrich and make more effective the classroom presentations of teachers of international business; facilitate research endeavors of international business consultants, researchers, business education foundations, and institutions of higher learning.
Management
Academy of Management Learning & Education AMLE examines pressing issues in the fields of management learning and education by presenting theory, models, research, critiques, dialogues and retrospectives that address the learning process and the practice of management education. Its audience includes scholars, educators, program directors and deans at academic institutions, as well as practitioners in training and development and corporate education.
Decision Sciences Journal of Innovative Education The Decision Sciences Journal of Innovative Education is a peer-reviewed journal of the Decision Sciences Institute. Its mission is to publish significant research relevant to teaching, learning, and education in the decision sciences – quantitative and behavioral approaches to managerial decision making. The journal welcomes submissions relevant to the application and practice of the decision sciences both in business and other domains such as, but not limited to, healthcare, product development, and engineering management.
International Journal of Management Education The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
Journal of Management Education Journal of Management Education (JME), peer-reviewed and published bi-monthly, is a leading voice in the scholarship of teaching and learning (SoTL) in management. JME welcomes contributions from all management educators who seek to reflect on their professional practice and to engage readers in an exploration of what or how to teach in order for students to learn and practice effective management.
Management Learning Management Learning, the ‘Journal for Critical, Reflexive Scholarship on Organization and Learning’, is a fully peer-reviewed international journal publishing original theoretical, empirical and exploratory articles on learning and knowing in management and organizations.
Marketing
Journal of Marketing Education Journal of Marketing Education (JMD) provides a forum for the exchange of ideas, information, and experiences related to educating students of marketing and advertising. JMD is the leading peer-reviewed, international scholarly journal publishing articles on the latest techniques in marketing education, emphasizing new course content, effective teaching methods, and professional issues.
Marketing Education Review Marketing Education Review is a great resource for instructors to find innovative, assessment-driven tools and techniques to improve classroom instruction and the student learning experience. Its focus is to promote innovative approaches to curriculum design, student learning and faculty development.

 


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Where Can My SoTL Be Published? A Focus on Health-Related Disciplines

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

In February of this year, a blog was posted to address the question “where can my SoTL be published?” That blog provided a list of cross-/multi-/inter-disciplinary SoTL publication outlets for SoTL research to be published. A promise was made at that time that future blogs would focus on disciplinary SoTL publication outlets. I will make good on that promise today and over the next several weeks!

The focus this week is SoTL publication outlets in health-related disciplines, including: speech-language pathology/audiology, dentistry, psychiatry, respiratory therapy, physical therapy, occupational therapy, nursing, and medicine. The list below presents cross-disciplinary health care journals as well as journals specific to research on teaching and learning in individual disciplines. Links for each journal are provided along with a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website).

I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Cross-Disciplinary Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Advances in Health Science Education Advances in Health Sciences Education (AHSE) is a forum for scholarly and state-of-the art research into all aspects of health sciences education. It will publish empirical studies as well as discussions of theoretical issues and practical implications. The primary focus of the Journal is linking theory to practice, thus priority will be given to papers that have a sound theoretical basis and strong methodology. AHSE will accept articles on topics such as admissions, problem-based and self-directed learning, faculty development, achievement testing, motivation, curriculum development, curricular comparisons, program evaluation, expertise development, clinical reasoning, continuing education, community-based education, and communication skills (the list is intended as illustrative, not exhaustive).
The Clinical Teacher The Clinical Teacher is the journal for clinicians who teach and people who are involved in education in a health care setting. It provides access to research, practice and thinking in clinical education across the health professions. Each issue features sections on specific teaching approaches, reports and evaluation of innovative learning activities, a digest of the latest research published in Medical Education and other relevant journals, reports of innovative thinking and advances in clinical teaching from around the world, and expert commentary and discussion on challenging and controversial issues in today’s clinical education.
Gerontology & Geriatrics Education Gerontology & Geriatrics Education is a peer-reviewed journal that focuses on the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of readers, including faculty, students, practitioners, administrators, and policy makers and is dedicated to disseminating cutting edge and evidence-based knowledge in the field of gerontology and geriatrics education.
Medical Education Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world-wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including undergraduate education, postgraduate training, continuing professional development, and interprofessional education.
Medical Teacher Medical Teacher, the journal of the Association for Medical Education in Europe, addresses the needs of teachers and administrators involved in training for the health professions. This includes courses at basic and post-basic levels as well as the increasingly important area of continuing education. Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.

 

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Communication Sciences & Disorders (Speech-Language Pathology/Audiology)
Teaching and Learning in Communication Sciences & Disorders Teaching and Learning in Communication Sciences & Disorders (TLCSD) publishes articles that reflect current and exemplary scholarship of teaching and learning (SoTL) research in speech-language pathology and audiology. Articles submitted to TLCSD may also reflect current trends in the format of SoTL work, including original research, quantitative or qualitative in nature, reflective essays and case studies, both grounded in the literature. Manuscripts related to teaching and learning in continuing education contexts as well as in higher education will be considered.
Dental Care
Journal of Dental Education The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest.
Medicine
Academic Medicine Academic Medicine serves as an international forum for the exchange of ideas, information, and strategies to address the major challenges facing the academic medicine community as it strives to carry out its missions in the public interest. The journal’s areas of focus include: education and training issues; health and science policy; institutional policy, management, and values; research practice; and clinical practice in academic settings.
Advances in Physiology Education Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms.
Anatomical Sciences Education Anatomical Sciences Education provides an international forum for the exchange of ideas, opinions, innovations and research on topics related to education in the anatomical sciences of gross anatomy, embryology, histology, and neurosciences at all levels of anatomical sciences education including, undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental.
Teaching and Learning in Medicine Teaching and Learning in Medicine (TLM) is an international, peer-reviewed forum for scholarly investigation of teaching and learning in medical education. Its mission is to advance the knowledge, understanding, and decision making capacity of medical educators through the dissemination of the highest levels of scholarship. TLM ’s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education.
Nursing
Journal of Nursing Education The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
Journal of Professional Nursing The Journal of Professional Nursing accepts articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.
Nutrition
Journal of Food Science Education JFSE is aimed at all those committed to the improvement of food science education, including primary, secondary, undergraduate, graduate, continuing, and workplace education. Topics covered include problem-based learning and innovative learning techniques, development of teachers and students, innovative laboratory exercised, and interpersonal and human relationship development of students.
Journal of Nutrition Education and Behavior The Journal of Nutrition Education and Behavior (JNEB) is a refereed, scientific periodical that serves as a global resource for all professionals with an interest in nutrition education; nutrition and physical activity behavior theories and intervention outcomes; complementary and alternative medicine related to nutrition behaviors; food environment; food, nutrition, and physical activity communication strategies including technology; nutrition-related economics; food safety education; and scholarship of learning related to these areas.
Occupational Therapy
Journal of Occupational Therapy Education JOTE seeks to ensure that pedagogical practices in occupational therapy and occupational science are grounded in research, and evaluated for impact and effectiveness. JOTE encourages occupational therapy educators to share viable theoretical frameworks, innovative educational methods, and new knowledge to support best practice. JOTE welcomes a variety of topics for submission, including original research, theory, educational innovations, review of educational material, and technology updates.
Optometry/Ophthalmology
Journal of Academic Opthalmology No aims/scope listed for journal but current issue articles appear to be related to SoTL.
Journal of Optometric Education The goal of the Journal is to embrace and support scholarly achievements for the advancement of optometric education and the profession. The scope of the Journal supports a broad interpretation of scholarship based on the scholarship of discovery, integration, application and teaching.
Physical Therapy
Journal of Physical Therapy Education The Journal of Physical Therapy Education advances the scholarship of physical therapy education by disseminating scholarly works of discovery, application, and integration and enriches physical therapy academic and clinical education environments by using evidence into the educational decision-making process to effectively prepare students, support faculty and clinicians, and inform administrators.
Psychiatry
Academic Psychiatry The Journal’s mission supports work that furthers knowledge and stimulates evidence-based advances in academic medicine in six key domains: education, leadership, finance and administration, career and professional development, ethics and professionalism, and health and well-being. Original articles present empirical research, systematic reviews, or critical analyses that inform one of these six key domains, important to academic psychiatry, behavioral sciences, and the health professions.
Respiratory Therapy
Respiratory Care Education Annual The Respiratory Care Education Annual is published each fall. This refereed journal is committed to providing a forum for research and theory in respiratory care education. The Respiratory Care Education Annual showcases scholarly work within the educational community to promote best practices and research in respiratory care education.
Social Work
Journal of Social Work Education The Journal of Social Work Education is a refereed professional journal concerned with education in social work and social welfare. Its purpose is to serve as a forum for creative exchange on trends, innovations, and problems relevant to social work education at the undergraduate, master’s, and postgraduate levels.
Journal of Teaching in Social Work Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the Journal of Teaching in Social Work is a forum for teaching and learning processes and the factors affecting their quality. Articles that focus on the teacher, the teaching process, the learner, and the learning process, as well as new contexts of teaching are considered for publication in the journal. Special attention is given to: field work teaching; in-service training; teaching aids and technologies; policy concerns that have an impact on the educational process.