Technology and Engineering Teacher is ITEEA's flagship journal. The journal is peer-reviewed. It is a useful, interesting tool for technology education professionals from elementary teachers to junior high, middle, and high school.
Major Journals from the National Council of Teachers of English (NCTE)
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.
College English is the professional journal for the college scholar-teacher. CE 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.
English Education is the journal of English Language Arts Teacher Educators (ELATE), formerly 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.
FORUM: Issues about Part-Time and Contingent Faculty is a peer-reviewed publication concerning working conditions, professional life, activism, and perspectives of non-tenure-track faculty in college composition and communication.
Research in the Teaching of English (RTE) 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.
Teaching English in the Two-Year College (TETYC), the journal of the Two-Year College English Association (TYCA), is for instructors of English in two-year colleges as well as for teachers of first- and second-year composition in four-year institutions. TETYC publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language, and the profession.
Major Journals from the National Council of Teachers of Mathematics (NCTM)
An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.
The Mathematics Teacher (MT), an official journal of the National Council of Teachers of Mathematics, 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.
Mathematics Teaching in the Middle School (MTMS) is an official peer-reviewed journal of the National Council of Teachers of Mathematics and is intended as a resource for middle school students, teachers, and teacher educators. The focus of the journal is on intuitive, exploratory investigations that use informal reasoning to help students develop a strong conceptual basis that leads to greater mathematical abstraction.
The SSMA journal is an international journal which is published monthly, October through May, emphasizing research on issues, concerns, and lessons within and between the disciplines of science and mathematics in the classroom.
Teaching Children Mathematics (TCM) is an official journal of the National Council of Teachers of Mathematics and is intended as a resource for elementary school students, teachers, and teacher educators. The focus of the journal is on intuitive, exploratory investigations that use informal reasoning to help students develop a strong conceptual basis that leads to greater mathematical abstraction.
Major Journals for History and Social Studies Teachers
AHR has been the journal of record for the historical profession in the United States since 1895-one of the few journals in the world that brings together scholarship from every major field of historical study.
Middle Level Learning brings together lesson ideas and theoretical content focused on social studies in the middle grades. Almost every issue of this peer-reviewed magazine has one or more student handouts.
Perspectives on History has been the principal source for news and information about the historical discipline. Published monthly during the academic year, Perspectives on History offers articles and commentary on teaching, computers and software, history in the media, museum exhibitions, and archives and research. Also includes the most comprehensive current listings of employment openings and historical activities, both within and outside academia.
Social Education, our flagship, peer-reviewed journal, contains a balance of theoretical content and practical teaching ideas. The award-winning resources include techniques for using materials in the classroom, information on the latest instructional technology, research on significant social studies-related topics, and lesson plans that can be applied to various disciplines. Departments include Lessons on the Law, Sources and Strategies, and Teaching with Documents.
The goal of the peer-reviewed journal Social Studies and the Young Learner is to capture and enthuse elementary teachers across the country by providing relevant and useful information about the teaching of social studies to elementary students.The teaching techniques presented in this peer-reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom success.
Teaching History: A Journal of Methods provides historians and history teachers with approaches to teaching that focus on the use of primary and secondary sources and that increasingly emphasize the Scholarship of Teaching and Learning.
Published by the NCSS College and University Faculty Assembly (CUFA), Theory & Research in Social Education is designed to stimulate and communicate systematic research and thinking in social education. Its purpose is to foster the creation and exchange of ideas and research findings that will expand knowledge and understanding of the purposes, conditions, and effects of schooling and education about society and social relations. Manuscripts reporting conceptual or empirical studies of social education are welcomed.
Major Journals from the National Science Teachers Association (NSTA)