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).
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.
The Curriculum Journal is written for those professionals in the education services wishing to influence future directions in education for the better. It provides a much-needed forum for debate, publishing research into curriculum structure, organization and development in primary and secondary schools and further education.The Curriculum Journal is written for teachers and head teachers, advisors, managers and academics. It features articles on the whole curriculum, cross-curricular issues, assessment requirements and new approaches to teaching and learning. The official journal of the British Curriculum Foundation, it focuses on both the UK and on international curriculum issues.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 the British Curriculum Foundation makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and the British Curriculum Foundation 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 the British Curriculum Foundation.
The Educational Forum, published quarterly by Kappa Delta Pi, International Honor Society in Education, solicits manuscripts that challenge existing ideological and theoretical boundaries on national and international educational issues. Through the inclusion of compelling, thought-provoking perspectives, The Educational Forum intends to serve as a catalyst for stimulating and encouraging dialogue and for transforming the thinking about education. While themes are outlined periodically for upcoming issues, the editorial board of the journal welcomes, at any time, submissions on diverse, substantive topics that contribute to the advancement of education.Both essays on educational issues and research reports are published in The Educational Journal. The journal's Open Forum section features ideas and opinions from readers about articles or issues presented in The Educational Forum. A regular feature of the journal is reviews on recently published books.The Educational Forum is targeted toward educators, from classroom teachers to college/university professors, theorists, researchers, graduate-level students, and policy makers.The Educational Forum presents diverse opinions. Ideas expressed in the journal are those of the authors and do not reflect the official positions of Kappa Delta Pi.
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for more than one hundred years. ESJ publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.
The Engineering Economist is a refereed journal published jointly by the Engineering Economy Division of the American Society of Engineering Education (ASEE) and the Institute of Industrial Engineers (IIE). The journal publishes articles, case studies, surveys, book and software reviews, and readers' comments that represent current research, practice, and teaching involving problems of capital investment.The journal seeks submissions in a number of areas, including, but not limited to: capital investment analysis, cost estimation and accounting, cost of capital, design economics, economic decision analysis, education, policy analysis (i.e. governmental), and research and development.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.
Concentrating on works that are frequently anthologized and studied in college classrooms, The Explicator, with its yearly index of titles, is a must for college and university libraries and teachers of literature. Text-based criticism thrives in The Explicator. One of few in its class, the journal publishes concise notes on passages of prose and poetry. Each issue contains between 25 and 30 notes on works of literature, ranging from ancient Greek and Roman times to our own, from throughout the world. Students rely on The Explicator for insight into works they are studying. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.
View a list of the latest free articles available from The Geography Teacher The Geography Teacher provides a forum for educators and scholars to present innovative teaching strategies and essential content for K-12 geography, AP Human Geography, introductory college geography, and preservice methods classrooms and courses. It is also a forum for discussion of state, national, and international trends in geography education. The Geography Teacher is a publication of the National Council for Geographic Education.
The primary goal of this journal is the publication of scholarly papers developed within this increasingly important field of study--the development and management of safe, effective aviation systems from the standpoint of the human operators. Four divergent academic disciplines contribute heavily to its contents, making it truly interdisciplinary in nature and scope. These fields are engineering and computer science, psychology, education, and physiology. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.
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