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This article focuses on the discussions about the feminisation of the teaching profession that were covered in the Finnish journal of primary school teachers, The Teacher (Opettajain Lehti), during the years 1915 to 1920. The Teacher, a weekly trade union journal, published the writings of various stakeholders (for example, teachers, school inspectors, the counsellor of education representing the National Board of Education, the editors of The Teacher, and teachers' local trade unions). First, this article examines the arguments of the writers who took part in the discussions. Second, this article explores how the teaching profession was represented by these writings. The article explores how the discussions took a stand on the process itself, its reasons and its consequences, and also highlighted the gendered assumptions and ideas about the teaching profession and the characteristics associated with women and men teachers. The proponents of women teachers' expertise and professionalism employed these public discussions successfully when claiming and defending their right to be a part of the teaching profession. Even though the discussions included opposing interests and claims of superiority, they also had a strong, constructive tone with arguments of gender equality amongst teachers and solidarity between women and men teachers. [ABSTRACT FROM AUTHOR]

The article lists compare reviewers of the periodical including Al-Hroub, Andrews, and Maria Macarena.

A front cover of the periodical "New Directions for Teaching & Learning," along with information on table of contents and copyright of the periodical, are presented.

The article offers information on an evaluation of best way to write a case study in science teaching. The topics addressed include details on the French novelist Raymond Queneau and his writing style; information on an analyses of case in human evolution might be written, recognizing that many conceivable formats would not likely work in science classrooms.

This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers' level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure. [ABSTRACT FROM AUTHOR]

The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academic development movement in higher education. As this field of inquiry matures, there is a need to understand how SoTL research is conducted. The purpose of our study was to inform this debate by investigating research approaches used in SoTL publications. We analysed 223 empirical research studies published from 2012 to 2014 in three explicitly- focused SoTL journals. We classified the studies as either qualitative, quantitative, or mixed methods using an analytical framework devised from existing literature on research methods. We found that the use of the three research designs was fairly evenly distributed across the papers examined: qualitative (37.2%), quantitative (29.6%), and mixed methods (33.2%). However, there was an over-reliance on data collection from a single source in 83.9% of papers analysed, and this source was primarily students. There was some, but limited, evidence of the use of triangulation through the use of multiple data collection instruments (e.g. survey, assessment tasks, grade databases). Similarly, only one-third of publications classified as mixed methods integrated the analysis and interpretation of the qualitative and quantitative data equally within the study. We conclude that current SoTL research is characterised by methodological pluralism but could be advanced through inclusion of more diverse approaches, such as close reading, and adoption of strategies known to enhance the quality of research, for example, triangulation and visual representation. [ABSTRACT FROM AUTHOR]

The article talks about the role of the Communist Party of Great Britain (CPGB) in the politics of education in schools, drawn from the CPGB's teachers' periodical. Topics discussed include the effect of the CPGB's line on its educational cadres in the early years of the Cold War, and a parallel system of state schooling being in effect when the CPGB was founded in 1920.

The front cover of the periodical "New Directions for Teaching & Learning" is presented along with the issue's editors like Catherine M. Wehlburg, Brooke A. Flinders and Jeffrey L. Bernstein, and information on membership and subscriptions; and also presents a table of contents for the issue.

Una prólogo a la cuestión de noviembre de 2016 del "Revista Panamericana de Pedagogía: Saberes y Quehaceres del Pedagogo" es presentado.

We conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE). Across both journals, we coded 1,062 articles categorically based on multiple attributes (e.g., type, topics, methodology, funding, geographic location, and student outcomes). We then analyzed these data using visual inspection, magnitude of trend, and percent of change. Most notably, we confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions. By contrast, we observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences. Taken together, these findings allow us to chart a path forward for teacher development research, policy, and practice. [ABSTRACT FROM AUTHOR]

ILE has new functionality that we, as the Co-Editors of this journal, are asking you to support. It is called collections, and it provides a permanent record of published articles in the journal themed together and easily accessible from the collections page and from each article in the collection. Even if you have not published in the journal, but refer to several themed articles repeatedly, please consider creating a collection page of articles for you and others to use repeatedly. [ABSTRACT FROM AUTHOR]

By analysing teachers’ journals in Luxembourg from 1892 to 1939, this paper argues that the teaching press played an active role in the promotion of Luxembourg’s forthcoming cultural identification. Set amid the growing importance of their professionalisation and self- understanding, teachers became recognised as an essential force for the national coherence of the young multilingual nation-state. By identifying common themes in these discussions – the role of state, patriotism, and the hegemony of the church in particular – this paper asks the following question: Given the linguistic and cultural diversity of the country, what markers were used in education to construct national identity and which other identities were promoted alongside or at the expense of national identity? This study concludes by suggesting that Luxembourgish teachers went to great lengths to contribute towards and shape the concept of ‘mixed culture’ (Mischkultur), which was to become the foundation of the country’s image of cosmopolitanism. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various topics within the issue including education of science teachers, effectiveness of various teaching methods, and the value of generic pedagogy courses.

The author reviews twelve of 111 articles focusing on teacher efficacy published in Teaching and Teacher Education since 1985. The twelve articles are placed in three sections that include a) instruments, factor analyses, and cultural influences, b) participants, contexts, and teacher instruction, and c) teacher wellness. These sections offer research and studies from various teacher efficacy investigators that share insights, understandings, and interpretations. The selected TATE articles provide a plausible (expanding) sphere of growing and developing research and studies in teacher efficacy. [ABSTRACT FROM AUTHOR]

The article discusses the accomplishments achieved in publishing the journal "PROFILE: Issues in Teachers' Professional Development" for fifteen years.

The article reports on media and education journals with specific reference to the "Pixel-Bit, Revista de Medios y Educacion." Topics discussed include diffusion of knowledge in the educational technology and possibilities of the technologies in the Teaching-learning; the characteristics of hypertext, hypermedia and multimedia; the instructional design and development of materials in the educational curricula; and use of technology in the field of teaching, research and innovation.

This article discusses the journal "Revista Española de Pedagogía," with a particular focus on its circulation and prominence in the field of academic and education publications. The author comments on its placement on such indexing lists as the Social Sciences Citation Index (SSCI) and the Journal Citation Reports (JCR). He comments on the lack of Spanish-language periodicals on such social science indexing lists and describes the growth of "Revista Española de Pedagogía" during the early 21st century.

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future. [ABSTRACT FROM PUBLISHER]

An Introduction to Volume 4 Issue 2 of "The Canadian Journal for the Scholarship of Teaching and Learning" is presented.

An introduction to this special issue of the "Journal of Education for Teaching," focusing on the work of teacher education, is presented.

A review of publications in teaching and teacher education over 10 years (2000-2010) on teacher professional development is the subject of this chapter. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part selects from the production nine articles for closer examination. The chapter concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognizance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. [ABSTRACT FROM AUTHOR]

An introduction to this issue of "Advances in Research on Teaching," focusing on advances made by International Study Association on Teachers and Teaching (ISATT), is presented.

Honoring Teaching of Psychology (ToP) as it approaches its 40th anniversary, we extend prior overviews of its development and growth into 2012. We describe changes in editorial staff and journal organization, identify and describe the top 20 most frequent contributors to ToP, and present the results of a content analysis of issues published from 1999 through mid-2012 to complement past content analyses. We conclude that as ToP enters middle age, it has professionally matured throughout adulthood to have a fruitful life as a topical journal and has outgrown its earlier newsletter trappings with essentially all of its journal space now devoted to articles on teaching for teachers. [ABSTRACT FROM PUBLISHER]

An introduction to volume 2 issue 1 of "The Canadian Journal for the Scholarship of Teaching and Learning," is presented.

An introduction to the special issue of the journal is presented in which the editors discusses the issue's focus on self-regulated learning.

A review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. [Copyright &y& Elsevier]

This article recommends the teaching journal as a method of instructional improvement. Drawing on teacher education literature, the article reviews the concept of reflective teaching and then describes uses of the teaching journal for college instructors in descriptive, comparative, and critical dimensions. Teaching journals can improve the teaching not only of beginners but also of experienced instructors. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses changes in the design and layout of the periodical, assignment of the digital object identifier to articles and update in the membership of the Review Board of the periodical.

A subject index for the February, May, August, and November 2014 issues of “Support for Learning" is presented.

The author reflects on the journal related to teaching. The author states that the journal was launched due to the dissatisfaction that teachers felt within the Radical Caucus in English and the Modern Languages organization. The author mentions that it is a journal to imply flexibility that expresses the need for formal articles and meet the need of journalism and progress reports on teaching.

This paper provides the style sheet for the Journal of the Scholarship of Teaching and Learning. Manuscripts submitted for publication should adhere to these guidelines. [ABSTRACT FROM AUTHOR]

The authors discuss methods to improve the quality of the periodical "The Clearing House" (TCH) for American educators and administrators through the use of reader surveys. It addresses the process through which manuscripts are reviewed for publication, efforts to increase the variety of articles published in "TCH," and attempting to engage readers in the revision and submission process.

This paper provides the style sheet for the Journal of the Scholarship of Teaching and Learning. Manuscripts submitted for publication should adhere to these guidelines. [ABSTRACT FROM AUTHOR]