Aloitteleva kirjoittaja voisi esimerkiksi ensin yrittää julkaisemista SIGCSE Bulletinissa, jonka julkaisukynnys lienee matalin. Tämän jälkeen voisi laatia paperin Computer Science Education -lehteen. Jos haluaa mitellä taitojaan kasvatustieteen tutkijoita vastaan tai haluaa paperistaan palautetta nimenomaan kasvatustieteen näkökulmasta, niin voi vähitellen siirtyä yrittämään julkaisemista myös muissa lehdissä.
Tietokoneavusteisen opetuksen lehdistä SIGCUE Outlook ja Journal of Educational Resources in Computing (JERIC) saattavat olla sopivimpia, koska niiden voi olettaa keskittyvän erityisesti yliopistotasoiseen tietotekniikan koulutukseen. Koko ACM:n SIGCUE-ryhmä (SIG = special intrest group, CUE = computer uses in education) on kuitenkin juuri muuttanut tai muuttamassa tavoitteitaan, mikä todennäköisesti heijastuu myös SIGCUE Outlookin sisältöön. Tämän takia SIGCUE Outlookin profiilia on vaikea arvioida tällä hetkellä. JERIC on vuonna 2001 aloittanut sähköinen lehti, joten sen arvostusta ja levikkiä on hankala arvioida.
Asemansa vakiinnuttaneita ja todennäköisesti arvostetumpia tietokoneavusteisen opetuksen lehtiä ovat British Journal of Educational Technology ja Computers & Education, koska ne ovat vanhempia ja niille löytyy impact factorit. OPEK:in jäsenten kannalta näiden lehtien ongelmana voi olla, että ne kattavat koko koulutuskentän (kaikki oppiaineet ja koulutusasteet).
Insinöörikoulutuksen lehdistä todennäköisesti kovatasoisin on Journal of Engineering Education, joka on perustettu vuonna 1910. Lehti saattaa keskittyä ennemmin USA:n koulutukseen, joten se ei ole OPEK:in jäsenten kannalta erityisen sopiva.
"ACM defines refereed journals as those that publish significant contributions to the literature. A refereed paper is reviewed by a minimum of three peers and the author is given time to make revisions in consultation with the reviewers if necessary. Formally reviewed papers are those that are approved by three or more reviewers, but the authors are not given time for revisions. Most conference proceedings are formally reviewed. Althought not refereed, conference proceedings carry the most up-to-date research and are consired for tenure in most departments. Reviewed papers are those that are approved by at least one person."
Ulrich's International Periodicals Directory luokittelee lehdet refereed- ja reviewed-luokkiin, mutta luokkaa 'formally reviewed' ei ole mainittu. En onnistunut löytämään Ulrichista määrittelyjä sille, mitä refereed ja reviewed tarkoittavat. Lehtien iän ja impact factorien perusteella vaikuttaa siltä, että refereed on tyypillisin toimintatapa vanhemmille ja arvostetummille lehdille.
Toinen hyvä lähde oli Ulrich's International Periodicals Directory, koska suurelle osalle näiden alueiden lehdistä ei edes löydy impact factoria. URL: http://www.ulrichsweb.com.
Kolmas käyttämäni lähde oli ERIC-tietokanta, URL http://ericir.syr.edu/Eric/. ERIC:in WWW-sivuilla mainitaan sen olevan maailman suurin kasvatustieteellisen tiedon tietokanta. ERIC:stä ei kuitenkaan löytynyt kovinkaan montaa uutta lehteä, vaan lehdet olivat löytyneet jo kahdesta aikaisemmasta tietokannasta.
Osan lehdistä löysin vahingossa etsiessäni lehtien WWW-sivuja WWW-hakukoneen avulla. Tällöin löytyi sivutuloksena lehtiä, joiden nimi oli lähellä etsittyä.
Scope
The ACM Computing Surveys publishes surveys of and tutorials on areas of computing research or practice. See the Editorial Charter available at http://www.acm.org/surveys/Charter.html for further details. Contributions should conform to generally accepted practices for scientific papers with respect to organization and style.
Types of Papers
Submissions must be of one of the following types.
Survey paper
A paper that summarizes and organizes recent research results in a novel way that integrates
and add understanding to work in the field. A survey article assumes a general knowledge of
the area; it emphasizes the classification of the existing literature, developing
a perspective on the area, and evaluating trends.
Tutorial paper
A paper that organizes and introduces work in the field. A tutorial paper assumes its audience
is inexpert; it emphasizes the basic concepts of the field and provides concrete examples that
embody these concepts.
Short article
A short (1000-word) summary of ongoing areas of investigation. See one of the Symposium issues,
e.g., Volume 27, Number 3 (September 1995) for examples.
Symposium Proposals
Proposals for editing Symposium issues covering areas or topics of research (such as the
Symposium on Artificial Intelligence appearing in Volume 27, Number 3 (September 1995).
...focuses on all aspects of developments, innovations and good practice in higher education teaching and learning worldwide, including the use of Communication and Information Technologies (C&IT). The journal includes accounts of research by those active in the field of learning and teaching in higher education, and overviews of topics, accounts of action research, outputs from subject-specific project teams, case studies and theoretical perspectives.
Aims
Active Learning in Higher Education will
Active Learning in Higher Education publishes articles on current higher education learning and teaching issues including:
The Australian Journal of Educational Technology is a refereed journal publishing research and review articles in educational technology, instructional design, educational applications of computer technologies, educational telecommunications and related areas.
Original contributions are welcome from writers in any organisation in any country, and membership of a supporting society is not a requirement for submissions.
First published in 1991, the Australasian Journal of Engineering Education is AAEE's own journal and has published over 300 papers to date. While the AJEE is Australasian in flavour, it presents work which is at the forefront of engineering education internationally.
Up until 1998, each issue of the AJEE has contained papers on a broad range of engineering education topics. From 1999, there will be a change in philosophy with each issue of the Journal focussing on a specific theme or themes. Each issue will have its own specialist editor who will write a review or overview paper introducing the theme. Invited and submitted papers from Australasian and international authors will present work at the frontier of that particular theme. Papers outside the theme will still be published and will round out each issue.
The British Journal of Educational Technology provides readers with the widest possible coverage of developments in international educational and training technology. BJET is a primary source for academics and professionals in learning technology.
Articles cover the whole range of education and training, concentrating on the theory, applications and development of learning technology and communications. There is a particular interest in the application of new information and communications technologies. The Colloquium section publishers shorter contributions, summarising work in progress, raising queries and questioning received wisdom.
Magazine-tyyppinen. Lienee lähinnä American Association for Higher Educationin vastine ACM:n lehdelle The Communications the ACM.
Change is an opinion magazine dealing with contemporary issues in higher learning. It is intended to stimulate the thoughts of reflective practitioners in colleges, universities, corporations, government, and elsewhere. Using a magazine style and format, rather than that of an academic journal, Change seeks to spotlight trends, provide new insights and ideas, and analyze the implications of educational programs and practices.
The editorial focus of Change includes articles and profiles on trend-setting institutions and individuals, innovative teaching methods, economics and finance, administrative practice and governance, public policy, professional development, curriculum, the changing needs of students, educational philosophy, and the social role of higher education.
The editors encourage well-founded discussion of controversial policy issues, whether brief expressions of a point of view -- 750 to 1,500 words -- or more extended articles ranging from 2,500 to 5,000 words long.
The Communications of the ACM readership represents approximately 85,000 professionals from every known computing discipline: 80% are computing practitioners working in industry; 20% work in government and academia. The majority of readers have been involved in computing for over 12 years, and 65% have advanced degrees. Therefore, it is imperative that authors consider these audience dynamics when developing articles. Moreover, submitted articles must address topics of relevance and value to our very broad-based audience.
A manuscript is selected for consideration on the basis of a significant and general interest to our readers. It must be clear and concise in tone and practical in nature. It is best to remember the majority of readers will not be expert in your particular domain, but they surely want to learn how your work will affect and inspire their work. Our readers will look to you to cut through the thick layers of theory and verbosity for them and to make sense of it all in a clean, cohesive manner. Articles that are obviously written for a specific niche group or have been written in a dense, theoretical tone will be returned.
Communications' editorial categories include general interest articles, case studies, experience reports, and special sections. There are also several channels for expressions of opinion and technical commentary. All submissions that do not follow these guidelines will be returned upon receipt.
General interest articles (3,000 words maximum) cover material of substance and emphasize concepts and principles. An article sets the background, defines fundamental concepts, compares alternate approaches, and explains the significance or application of a particular technology or result by means of well-reasoned text and pertinent graphical material. Reference lists (12 references maximum) should indicate the most significant items supporting and substantiating the article; all listed references must be cited within the text of the article. Submissions in this category are reviewed for technical accuracy, importance to the field, appropriateness to the audience, and effectiveness of style and presentation.
Articles should not exceed 3,000 words and have no more than three figures and three tables.
A word about survey articles: Communications receives many articles based on recent survey findings. It is extremely important that authors keep in mind the readers want to know what was surveyed, what were the findings, and how those findings can/should be interpreted. There is no need for a preamble about the survey itself, how it was conducted, how it was calculated, and so on. Simply present what was found and what those findings mean. When illustrating findings in tables, charts, graphs, it is imperative that the information is displayed in a manner that is accessible to a very general audience. In other words: clear and concise. No mean variables, standard deviations, f-values, canonical correlation, and so on.
Survey articles should not exceed 2,500 words and have no more than three figures and three tables.
Special sections are collections of articles on a specific topic. Persons interested in serving as guest editors or in proposing special sections should submit a brief outline of the goals and content of the section as well as a description of the potential articles and authors to be included. The proposal should also include reasons why the topic is appropriate for the Communications audience. The number of articles in a special section should not exceed the combined length of five feature articles (15,000 words total). We encourage a sampling of short, sidebar-like articles (500 to 1,000 words maximum) to complement the feature articles. Guest editors and Communications editors collaborate to create the strongest mix of editorial possibilities, but all material must be prepared according to these guidelines.
Case studies report on experiences gained and lessons learned designing and using various computer systems, methodologies, and techniques. They take a comprehensive view of selected systems, from requirements through design, implementation, and use. Case studies should maintain an objective perspective on the systems they describe, and should be both analytical and descriptive. Persons interested in working on case studies are encouraged to contact a Communications editor for initial consultation.
Signed Commentaries: On Site columns offer readers first-person experiences with new applications, unique solutions to common technical problems, or innovative new uses for existing tools and techniques. An On Site report should be presented in a clear, essay-like manner, impart valuable firsthand information of professional relevance and usefulness to readers, and should not exceed 2,500 words. Contact a Communications editor with your ideas or proposals.
Viewpoints (1,000 words) are carefully reasoned commentaries in which all positions are substantiated by facts or principled arguments. They pertain to any industry issue relevant to the computing field.
Technical Opinions (1,000 words) are treated as informal commentary on technical matters.
Forum letters (600 words) comment on any timely subject. Email correspondence must include postal address. Because of limited space, Communications cannot publish all submitted letters. Preference will be given to items that begin new discussions, add significant new points to previous discussions, or are highly time-sensitive.
Computer Applications in Engineering Education provides a forum for publishing peer-reviewed, timely information on the innovative uses of computers and software tools in education, and for accelerating the integration of computers into the engineering curriculum.
The journal encourages articles that present:
Tiivistelmiä vuosilta 1998-2000 voi lukea ilman käyttäjätunnusta sivulta http://www.swets.nl/sps/journals/cse1.html. Testasin sivuja 27.12.2001.
The aim of the Computer Science Education Journal is to present information on educational research, to describe current and prospective practices and techniques, to report on teaching experiences, to document experiments with results, to provide critical analysis of the use of educational software, and to present broad issues in the fields of computer science, computer science & engineering, software engineering, and the computer discipline in general. The format will ensure that the information is accessible to educator, researcher, and practitioner.
Within this journal it will be assumed that the ultimate purpose of the articles and papers is to improve the teaching and learning effectiveness for students studying in the discipline and to inform and develop those educators involved.
The orientation of the journal is not narrowly quantitative and empirical. Qualitative data, case studies, historical analysis and more theoretical/analytical/philosophical material is equally highly regarded. However, it is expected that all reported experiments include objectives, procedures, results and conclusions. A primary aim of the journal will be to make the educational research accessible and useful to practitioners through carefully written methodology sections and discussion of research results in ways that relate to practitioners.
Computing and communication technology continue to make an ever-increasing impact on all aspects of cognition, education and training, from primary to tertiary and in the growing open and distance learning environment. The journal is an established technically-based, interdisciplinary forum for communication in the use of all forms of computing in this socially and technologically significant area of application and will continue to publish definitive contributions to serve as a reference standard against which the current state-of-the-art can be assessed. The Editors welcome any papers on cognition, educational or training systems development using techniques from and applications in any technical knowledge domain: social issues and gender issues; curricula considerations, graphics, simulations, computer-aided design, computer integrated manufacture, artificial intelligence and its applications including intelligent tutoring systems and computer assisted language learning; hypertext and hypermedia; user interfaces to learning systems; management of technological change on campus and in local education; uses of advanced technology information systems, networks, terrestrial and satellite transmissions and distributed processing; and virtual reality in an educational context; state-of-the-art summaries and review articles.
Education and Information Technologies, the official journal of the IFIP Technical Committee on Education, publishes papers from all sectors of education on all aspects of information technology, and information systems. It has been proposed in order to meet the demand for an international publication which addresses all aspects of education and information systems. As users are aware, the new technologies can liberate the learner and teacher and allow their time to be used more efficiently.
Topics covered include: change in teaching and learning, as well as examples of good practice and innovative ideas.
URL: http://www.bookstoread.com/etp/default.htm. Luin sivuja 22.9.2001.
The magazine for managers of change in education. A world renowned pioneer periodical in the field of technology in education and training. Published six times annually by Educational Technology Publications.
In preparing an article for Educational Technology Magazine the primary fact to keep in mind is that this magazine is not a research journal. It is, as the name implies, a magazine. The editors are looking generally for articles which interpret research and/or practical applications of scientific knowledge in education and training environments.
The only scholarly journal for the field focusing entirely on research and development in educational technology. Research Section features well documented articles on the practical aspects of research as well as applied theory in educational practice. A comprehensive source of current research information in instructional technology. Recent articles include, "Learner Preferences and Achievement Under Differing Amounts of Learner Practice," and "Emergent Patterns of Teaching/Learning in Electronic Classrooms." Development Section publishes articles concerned with the design and development of learning systems and educational technology applications. Recent articles include, "Do Superior Teachers Employ Systematic Instructional Planning Procedures?," and "The Cognitive Approach to Training Development: A Practitioner's Assessment." Each issue also includes book reviews, international reviews, and research abstracts.
ETR&D is published four times per year by the Association for Educational Communications and Technology.
Sivulta http://www.aace.org/pubs/default.htm löytyy seuraava kuvaus:
AACE's member journal is the focal point for AACE members to exchange information between disciplines, educational levels, and information technologies. It's purpose is to stimulate the growth of ideas and practical solutions which can contribute toward the improvement of education through information technology. All Professional and Student Members receive ETR as a benefit of membership.
Educational Technology & Society is a quarterly journal (January, April, July and October), but the articles will be published as soon as they are ready for publication (benefit of the electronic medium!), so that the issue will be built up and at any moment, one issue of the journal would be available to accept the articles.
Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems. The articles should discuss the perspectives of both communities and their relation to each other:
Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively harnessing the available technologies and how they might be able to influence further developments through systematic feedback and suggestions.
Educational system developers and artificial intelligence (AI) researchers are sometimes unaware of the needs and requirements of typical teachers, with a possible exception of those in the computer science domain. In transferring the notion of a 'user' from the human-computer interaction studies and assigning it to the 'student', the educator's role as the 'implementer/ manager/ user' of the technology has been forgotten.
The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each other. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Educational Technology & Society and three months thereafter.
The scope of the journal is very broad as can be seen from the following list of topics considered to be within the scope of the journal:
Architectures for Educational Technology Systems
Computer-Mediated Communication
Cooperative/Collaborative Learning and Environments
Cultural Issues in Educational System development
Didactic/Pedagogical Issues and Teaching/Learning Strategies
Distance Education/Learning
Distance Learning Systems
Distributed Learning Environments
Educational Multimedia
Evaluation
Human-Computer Interface (HCI) Issues
Hypermedia Systems/Applications
Intelligent Learning/Tutoring Environments
Interactive Learning Environments
Learning by Doing
Methodologies for Development of Educational Technology Systems
Multimedia Systems/Applications
Network-Based Learning Environments
Online Education
Simulations for Learning
Web Based Instruction/Training
European Journal of Engineering Education is published four times a year in print and electronic editions.
European Journal of Engineering Education provides an essential forum for dialogue between researchers in the field of engineering education.
European Journal of Engineering Education is the Official Journal of SEFI, the SociÂŽtÂŽ EuropÂŽenne pour la Formation des IngÂŽnieurs (the European Society for Engineering Education). SEFI is a non-governmental organization whose aims are to develop information about engineering education, to improve communication and exchange between professors, researchers and students and to promote cooperation between the various institutions concerned with engineering education. For more information, visit: http://www.sefi.be
European Journal of Engineering Education examines the economic, cultural, and social factors which influence the education of engineers in different societies and provides a forum in which teachers in engineering schools, institutions and industry can share accounts of good practice and discuss methodology.
Technological change constantly creates new demands on both engineers and the educational system that produces them. This journal contributes to the development and improvement of engineering education necessary to meet those demands. We publish, from time to time, special themed issues, each with a specially appointed Guest Editor, which concentrate on a theme which is of general value to everyone involved in engineering education and which also have particular applications within the different engineering disciplines.
The structure and organization of the Journal
The Journal welcomes research papers and review articles with a theoretical grounding. Papers will typically be between 5000 and 8000 words, debating and exploring theoretical and methodological issues, methodological approaches, and substantive topics. However, there is not necessarily an upper limit on length, and authors of longer papers are encouraged to contact the Editor with a synopsis.
Papers may be submitted in English, French, or German, the official languages of SEFI.
All research papers and review articles will be subject to peer review.
Over the decades since its foundation, Higher Education has followed education in universities, technical colleges, polytechnics, adult educational institutes, specialist institutions and many other research institutes throughout the world. Contributions have been published from authors in many different countries, with an appropriately strong representation from North America. Articles have tackled the problems of teachers as well as of students, of planners as well as administrators, and have reviewed long-standing systems as well as new ideas for the future. Each country may have its own education system, but it is clear that the critical issues in higher education are shared by teachers and researchers alike, throughout the world. Higher Education offers the opportunity for an exchange of research results, experience and insights, and provides a regular forum for discussion between experts. Higher Education publishes authorative reviews, comparative studies, and analyses of specific problems. Each issue contains an extensive book review section.
Higher Education in Europe is a quarterly review published on behalf of the European Centre for Higher Education (CEPES), UNESCO. It is a scholarly publication dealing with major problems and trends in contemporary higher education. It presents information, interpretations, and criticism in regard to current developments in the field. While focussing primarily on Europe and North America within the context of the other activities of the Centre, it regularly features contributions from other regions of the world as well.
Tähän lehteen voisi kelvata esimerkiksi artikkelit, jotka käsittelevät laajemmin tietotekniikan koulutusmäärien kasvua tai muuntokoulutuksen onnistumisen edellytyksiä. Muissakin Euroopan maissa opetusministeriöt ovat viime vuosina saattaneet suunnata erityisrahoitusta näille alueille.
Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education.
The Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.
Papers from countries other than the UK, especially those from other European countries, that highlight issues of international concern are particularly welcomed.
New Endnote Section: Starting in 1998, the editors will publish one article in each issue aimed at stimulating debate and rejoinders from readers. The new Endnote section is reserved for this purpose.
Higher Education Research and Development is a long established refereed international journal. It is the principal learned journal of the Higher Education Research and Development Society of Australasia. The journal combines traditional hard copy publication and expert reviewing with electronic publication of extended abstracts, which are open to peer comment.
The aim is to further debate and provide opportunities for more immediate and wider comment. The journal aims to inform improvements in practice through reporting research and evaluations and promoting scholarly reflective articles on practice, policy and theory. The journal, is addressed to university and college faculty from all disciplines and to higher education administrators. Contributions come from around the globe and the topics addressed are of world wide concern.
Of the three issues each year one is focused on a particular theme, with a guest editor. The theme for the 1997 special issue is Phenomenography and its impact on research and practice in higher education. This will be edited by Christine Bruce and Rod Gerber. The contributors will include Shirley Booth, Gloria Dall'Alba, Noel Entwistle, Michael Prosser, Keith Trigwell and Lennart Svensson.
Contributions are invited dealing with any aspect of higher education, which seek to improve practice through research, evaluation or scholarly reflection. Articles concerned with both the practice and theory of higher education in specific disciplines are welcome.
IETI is essential reading for all practitioners and decision makers who want to stay informed about the developments in education and training.
It is the official journal of the Staff and Educational Development Association (www.seda.ac.uk), newly merged with the Association of Education and Training Technology.
The content includes a range of perspectives, and important contributions on new developments in educational technology.
IETI is a valuable resource for teaching staff, staff developers and managers in higher and further education, continuing education, and training organisations.
Scope
The journal now begins to broaden its scope to cover technologies such as Internet, groupware and multimedia and their impact on the fields of education and training, life-long learning and sharing knowledge in the global village. We welcome articles dealing with courseware and the pedagogic, content, and engineering issues that impact on learning. The tools and organisational support required for the authoring of courseware is itself an important topic which merits closer study. We invite evaluation of the impact of open and frequent communication among learners within knowledge building classrooms, the role of peer tutoring and mentoring in computer mediated learning and the place of self assessment and peer assessment. The virtual classroom may use courseware but is primarily an environment for student-student and student-teacher interaction, and the appropriate systems for particular students and learning material remains to be delineated. The journal welcomes analyses of the role of schools, governments, or corporations in developing virtual schools and universities that transcend space, time, and organizational boundaries.
Aims
The journal aims to cover the following themes:
Individual learning
Educational developments and reforms are taking place throughout the world in both the formal and non-formal sectors, often because of the impact of globalisation and pressures from international aid agencies: developments in literacy and adult education; issues relating to gender and equity; programmes of vocational education and skill training; new developments in curriculum provision and teaching, in teacher education, in the economics of education, in planning and in new approaches to the finance and administration of educational systems.
It is the purpose of the International Journal of Educational Development to bring these developments to the attention of professionals in the field of education, with particular focus upon issues and problems of concern to those in the Third World. Concrete information, of interest to planners, practitioners and researchers, is presented in the form of articles, case studies and research reports.
The International Journal of Educational Technology (IJET) is a new international refereed journal in the field of educational technology, sponsored by faculty, staff, and students at The Graduate School of Education at the University of Western Australia and the College of Education at the University of Illinois at Urbana-Champaign. IJET is published online twice each year and is available without an access charge.
IJET is committed to providing access to quality research articles in the area of educational technology for all interested readers.
The International Journal of Educational Technology (IJET) welcomes contributions from scholars, practitioners, policymakers and researchers in the area of computer-based educational technologies. Authors may submit research articles or book and software reviews.
The subject matter should be concerned with theory and/or practice within the area of computer- based educational technologies.
This journal serves as an international interdisciplinary forum of reference for engineering education.
A balance between papers on developments in educational methods technology, case studies, laboratory applications, new theoretical approaches, educational policy and survey papers is aimed for.
Comprehensive coverage of new education schemes and techniques makes the journal a unique source of ideas for engineering educators who are keen to keep abreast of latest developments in educational applications in all fields of engineering.
Some of the areas covered more extensively in recent issues are:
The International Journal of Instructional Media (IJIM) is the source of cutting edge research and commentary on all forms of instructional media used in instruction and training today. IJIM bridges the gap between theory and practice. The present growth in educational technology confronts you, the instructor, with a vast array of instructional media without clearly defined guidelines as to their optimal use.
To help bridge the gap, IJIM focuses on quality research and presents articles about ongoing programs in instructional media and education. IJIM investigates and explains:
The Interpersonal Computing and Technology Journal (IPCT-J) is a scholarly, peer-reviewed journal, published two/four times a year. The journal's focus is on computer-mediated communication, and the pedagogical issues surrounding the use of computers and technology in educational settings.
The Journal of Computer Assisted Learning is a quarterly, peer-reviewed, international journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication between researchers and the practitioners and to foster collaborative research. It is a rich source of material for research students in areas such as collaborative learning, knowledge engineering, open, distance and networked learning, developmental psychology and evaluation. The research themes are treated in a way which will maximise their influence on developments and practice in education, training and professional development. Each volume includes one, sometimes two, Special Issues and these provide readers with an in-depth perspective on a specific topic.
First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance.
Olen rajannut matematiikan ja fysiikan opettamista käsittelevät lehdet muutoin ulkopuolelle, mutta tämä on mukana, koska siinä on ollut ainakin erikoisnumero tietotekniikan opetuksesta. Nell Daten (1998) Publishing research results -artikkelin (SIGCSE Bulletin, kesäkuu 1998, sivut 17-18) mukaan "(JCMST) intends to promote articles on computer science education as an equal strand with mathematics and science."
JCMST is a highly respected 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.
Contributions for all journals (of The Association for the Advancement of Computing in Education, AACE) may include research papers, case studies, tutorials, courseware experiences, evaluations, review papers, and viewpoints.
The Journal of Computing in Higher Education publishes peer-reviewed essays, reviews, reports, and research articles that contribute to our understanding of the issues, problems, and research associated with instructional technology and educational environments.
Articles exploring innovative pedagogical techniques, experimenting with instructional technologies, or improving learner-centered assessment are encouraged. Articles are referenced in several national indexing/abstracting services.
The Journal of Computing in Higher Education is a journal focusing on information technologies that improve the teaching and learning process.
Types of contributions solicited:
Fields of interest include:
Every issue of this truly interdisciplinary, rigorously refereed Journal contains a wealth of information: articles of value and interest to you, the educator, researcher, scientist. Designed to convey the latest in research reports and critical analyses to both theorists and practitioners, the Journal addresses four primary areas of concern:
This single Journal provides an international forum for interdisciplinary communication on an increasingly significant subject: research into the applications, effects, and implications of computer-based education.
JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education.
The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data.
The ACM Journal of Educational Resources in Computing is an electronic publication providing access to high quality, archival resources suitable for use in support of computing education. Resources include scholarly articles with wide applicability and potential impact as well as multimedia and visualization resouces, laboratory materials and other materials of practical use in support of learning in the computing sciences.
JERIC resources support every aspect of computing education whether the program emphasis is on information, computation, hardware, software, theory, application or newly emerging aspects of the computing discipline. All materials selected for publication in JERIC will have demonstrated their significance in support of computing education and will have been judged of high value by qualified referees. JERIC works in conjunction with the Computing Science Teaching Center (CSTC) where works in progress or other less formally reviewed materials are accessible.
The Journal of Educational Technology Systems offers a forum for publishing papers from both academia and industry concerning applications of technology that enable or improve learning. These papers will be from all levels of educational institutions, and from commercial and training organizations. Educational systems, both software and hardware, that improve or evaluate instruction are of primary interest. The pace at which new technologies are entering the educational and training processes is of vital interest to educators, administrators and researchers. Reports of successes in current multimedia applications provide guidance to readers contemplating such programs. Evaluations will also target factors that can result in failures.
Special emphasis is given to papers that deal with the use of computers and web-based instruction as an integral component of educational systems. Design and development of interactive computer-based systems that link other instructional technologies are of particular interest. The Journal of Educational Technology Systems also deals with the nature of technological systems useful for teaching and learning. More importantly, the Journal focuses on techniques and curriculum that utilize technology in all types of educational systems. Description of actual classroom practice and experimentation with the educational use of technology is an equally important aspect of the Journal. Finally, the Journal features innovative papers about alternative models for distance learning.
The Journal of Engineering Education is a scholarly professional journal published quarterly by the American Society for Engineering Education. Papers submitted are reviewed by an Editorial Review Board and outside referees for their contribution to engineering and technology education, development of new ideas, and appeal to a broad readership of engineering educators and others.
Types of Articles Published
The Journal of Engineering Education seeks articles that enunciate educational principles, rather than simply offer superficial analyses of classroom data and experiments. The review process is concerned with maintaining high standards of quality in content and presentation.
The Journal's content is expected to form a record of where engineering education is, where it has come from, and where it appears to be (or should be) heading. The following exemplify these thrusts:
1. Papers that show the present and changing status of engineering education, including papers that describe recent or current innovation. Particularly welcome are papers that document the results of educational experiments with data that demonstrate their impact on student learning, attitudes, and/or retention in engineering.
2. Papers that describe what we can learn from our history, such as how the seminal papers and reports of the past have influenced engineering education today.
3. Papers that describe the course of current trends, as well as the future toward which engineering education should be evolving and problems that will affect our future. Such papers should be based on scholarly analysis of past and current trends in engineering education rather than mere expressions of personal opinion.
4. Papers that describe interdisciplinary efforts within a university, as well as those describing inter-institutional efforts to enhance engineering education. Such papers need to include data demonstrating the impact of these efforts on the target learners.
5. Papers that describe outreach beyond the college of engineering, for example to elementary and secondary, to pre-engineering transfer institutions, and to other colleges on the campus, including efforts to improve technical literacy or to study teaching and learning.
Preliminary reports of these and other activities may be published as shorter "works in progress" pending thorough evaluation of their success.
The Journal of Further and Higher Education publishes articles and book reviews representing the whole filed of post-16 education and training. Topic areas include management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. The journal encourages debate on contemporary pedagogic issues and professional concerns within the UK and abroad. The journal is committed to promoting excellence in these fields by providing a forum for the debate and evaluation of a wide range of pedagogic issues and professional concerns.
The majority of articles will take as their focus:
Management and administration, particularly cultural and structural development within the system.
Curriculum development and its relationship with institutional and staff development.
Teaching and learning approaches, strategies and processes.
These articles may variously:
Journal of Further and Higher Education is committed to
International Perspective
The Journal of Further and Higher Education has carried articles on aspects of many different education systems across the world. There is an increasing need to address issues associated with education on an international and comparative basis. Over the coming years, Journal of Further and Higher Education will be encouraging submission of further articles exploring the distinctive features of education and policy in different countries.
Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers.
Criteria for Selection. Papers are evaluated on the following points: Form: writing style and readability, logical development, appropriate length, appropriateness of author's stated objectives to treatment as defined below. Content: significance to JHE readers. Additional criteria are based upon the following manuscript orientations: as a research paper, as a technical paper, as a professional practice paper, as a literature review, and as a policy paper. It should be emphasized that the editors respond most favorably to manuscripts that evidence both a freshness of vision and a vitality that may be informed by, but certainly go beyond, methodological qualities, and that are in congruence with our publishing goals and directions. The most effective approach in learning about our interests is to read previous issues of the journal. We expect that authors, the journal, and the field will develop through the publication process.
Tämä lehti saattaa olla ennemmin tarkoitettu Information Systems -ohjelmille, tai pääpaino on sillä alueella.
The mission of the Journal of Information Technology Education is to ...
1. improve IT education around the world by publishing high quality articles on best practices
and other topics of use in improving IT education,
2. expose the reader to a variety of epistemologies and types of articles, including primary,
action, and secondary research,
3. provide those who submit manuscripts for publication with useful, timely feedback by
making the review process constructive,
4. be for the reader the most authoritative journal on IT education, and
5. acknowledge and embrace the diversity of teaching and learning models in use around
the world
The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments:
JIME's aims are:
Lehden aikaisempi nimi oli Journal of Research on Computing in Education, nimenmuutos tuli voimaan 31.8.2001. Sitä aikaisempi nimi oli AEDS Journal, joka on ilmeisesti alkanut ilmestyä 1983 (http://www.hwwilson.com/journals/aedi.HTM).
The quarterly JRTE publishes articles that report on original research, system or project descriptions and evaluations, syntheses of the literature, assessments of the state of the art, and theoretical or conceptual positions that relate to educational computing. International in scope and thorough in its coverage, the theoretical and conceptual articles in the JRTE define the state of the art and future horizons of educational computing.
Submission of manuscripts that pertain to administrative or instructional uses of computers, including the planning, management, operation, and evaluation of educational computer systems, is encouraged.
JRTEÕs audience includes teachers, teacher educators, technology coordinators, educational policy, and industry leaders.
The Journal of Technology Education provides a forum for scholarly discussion on topics relating to technology education. Manuscripts should focus on technology education research, philosophy, and theory. In addition, the Journal publishes book reviews, editorials, guest articles, comprehensive literature reviews, and reactions to previously published articles.
Mathematics and Computer Education is an independent, refereed journal, internationally indexed and abstracted, and devote to:
Research in Higher Education, Journal of the Association for Institutional Research, is an essential source of new information for all concerned with the functioning of postsecondary educational institutions. The journal publishes original, quantitative research articles which contribute to an increased understanding of an institution, aid faculty in making more informed decisions about current or future operations, and improve the efficiency of an institution.
Research in Science & Technological Education publishes original research from throughout the world dealing with science education and/or technological education. It publishes articles on psychological, sociological, economic and organisational aspects of science and technological education, as well as evaluation studies of curriculum development in these fields. Its main aim is to allow specialists working in these areas the opportunity of publishing their findings for the benefit of institutions, teachers and students. It is hoped that the journal will encourage high quality research that will lead to more effective practices, behaviours and curricula in science and technology within educational establishments.
Sisällysluettelon perusteella osa papereista on reviewed, osa ei. Sivuilta ei löydy mitään lehden tavoitteista tai rajauksesta, ainoastaan teknisiä ohjeita artikkelien kirjaisinkoosta yms. Numerosta 2/2000 (sivu 3) löytyy kuitenkin seuraavat tiedot kirjoituksesta "Message from the Bulletin Editor":
"The SIGCSE Bulletin is a quarterly publication. SIGCSE traditionally devotes the March issue to the proceedings of the annual symposium. The June issue contains the invited editorial, columns, contributed papers, a reprint, and other peripheral material. The September issue contains the proceedings of the annual ITiCSE conference. The December issue is similar to June issue but in addition, it contains the working group reports generated from the ITiCSE conference."
2.1 A New Focus
The change in terminology from education to learning seems to open SIGCUE to a broader range of possibilities than that provided by education which occurs in some an academic setting. For example, distance education, industrial training, etc. Also, a focus on learning, includes such areas as pedagogy and assessment rather than focusing solely on technology application in education.
Tämä tarkoittanee, että myös lehden painopiste tulee siirtymään. Numerosta 2 / 2001 (maaliskuu) löytyy maininta, että numerosta 3 / 2001 (September) alkaen lehti tulee olemaan peer-reviewed. WWW-sivulta http://www.sci.tamucc.edu/~hollyp/SIGCUE/bulletin/ löytyy lisätietoja artikkelien muotoilusta, mutta ei sisällöstä.
Studies in Higher Education welcomes contributions on most aspects of higher education. The Editor especially wishes to encourage three kinds of paper: those which illuminate teaching and learning by bringing to bear particular disciplinary perspectives (such as those of sociology, philosophy, psychology, economics and history, and cultural and policy studies); those in which teachers in higher education engage in systematic reflection on their own practices and; synoptic review articles. A key criterion for publication is that papers should be written in an accessible, while rigorous style, which communicates to non-specialists. Studies in Higher Education is published by Carfax Publishing on behalf of the Society for Research into Higher Education.
Teaching in Higher Education 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:
The official journal of the Association for the Study of Higher Education (ASHE), The Review of Higher Education provides a forum for discussion of issues affecting higher education and related fields. The journal advances the study of colleges and universities by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policy makers abreast of critical issues facing higher education today.