Journal Guide

Target promotes the scholarly study of translational phenomena from a thoroughly interdisciplinary and international point of view. Rather than reducing research on translation to the practical questions asked by translators, their committers or their audience, the aim is to examine the role of translation in communication in general, with emphasis on cultural situations and theoretical, methodological and didactic matters. Attention is given to the relationship between translation and the societal organisation of communication. Target provides a forum for innovative approaches to translation. It publishes original studies on theoretical, methodological and descriptive-explanatory nature into translation problems and corpora, reflecting various socio-cultural approaches. The review section discusses the most important publications in the field in order to reflect the evolution of the discipline.

Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers' professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a 8216;whole-career' view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development. The journal carries accounts of personal experience, evaluations of teacher development policies and practices, research reports and theoretical discussions. Articles in the form of major postion papers and academic analyses are not expected to be less than 5000 words but should not exceed 8000 words. This is an innovative journal in an expanding and diversifying field and contributions are welcome from professional teachers, and those who support them, in every sector of education and training. All submitted articles are scrutinised by at least two independent referees. The Book Reviews Section draws attention to important new publications in the field. Review articles (up to 4000 words) discuss major work from a critical perspective. Shorter book reviews (up to 1000 words) bring new work to attention and highlight implications for policy and practice. Review articles and book reviews are commissioned by the Editor, but unsolicited articles for this section are also welcome.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two referees, one of whom will be from a country other than the author(s) to ensure an international viewpoint is given on all articles.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and Teacher Development make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and Teacher Development 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 Teacher Development.

Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest.The journal includes work which focuses on:teachers' beliefs, thoughts, conceptions, practical theories teachers' biographies, life histories, 'voice', personal practical knowledge teachers' intentions, thought processes and cognitions * teachers' understanding of subject matter teachers' thinking as a part of professional action teachers' thinking and action as influenced by contextual factors in their structural, cultural and social environmentsPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least three anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis 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.

The Teaching Artist Journal (TAJ) provides an authoritative, timely, ongoing professional development resource to clarify, enrich, and advance Teaching Artist research and practice. Teaching Artists--professionals with skills in both teaching and the arts--have uniquely powerful perspectives, practices, and skills. They make significant contributions and are a crucial resource to arts-in-education programs, to arts education and general education, and to the future of the arts as a whole. Until Teaching Artist Journal, there has been no national professional forum for their learning and development, no vehicle for their voices to be heard.The mission of the Teaching Artist Journal is to support and intensify the professional development of Teaching Artistry by advancing the practice of Teaching Artists; by increasing Teaching Artists' understanding of the background, contexts, and potentials of their work; and by expanding the recognition, appreciation, and support of their contributions. TAJ also seeks to enhance collaboration between Teaching Artists and classroom teachers, school arts specialists and other arts providers; to develop a sense of identity and purpose, to foster common language; and to foster illuminating research in the field.Neither a traditional scholarly journal (although it includes scholarly articles) nor a traditional professional publication (although it includes articles describing practice), TAJ is a broad, jargon-free, imaginative, direct, and heartfelt peer-reviewed publication addressing the fullest range of practice, research, theory, opinion, and issues related to Teaching Artists. It seeks to include a wide representation of artistic disciplines, of Teaching Artist approaches, of audiences involved, and of cultural contexts. TAJ includes a variety of sections. Submissions for all sections are invited: Submissions, questions and comments should be directed to Nick Jaffe, Chief Editor, TAJ at: TAJournal@colum.edu, 773-793-4643. Practice, Research, Theory: Original articles in standard journal article format. Suggested length: 2000-4000 words. Medley: Some Teaching Artists are disinclined to write articles; to include their voices TAJ will include original poems, artworks, transcripts of dialogs or interviews about teaching artistry, and other alternative presentation forms. Suggested length: 1500-3000 words. In My Opinion: Opinion pieces about an issue in the field. Suggested length: 1000-2000 words. News Break: Information on changes in the field, conferences, grant opportunities, and advocacy occasions that Teaching Artists should know about. This section will serve as the "one place to go" for Teaching Artists to keep up with their field. Submit information for this section to Laura Reeder: laura@arts4ed.org Research Review: Information on new research studies, reports, and resources that will be of value to the Teaching Artist community. Submit information for this section to Judy Hornbacher: horn0017@umn.edu. Resource Roundup: Key information to help Teaching Artists design their own ongoing learning, to provide reliable information on which to strengthen programs and improve advocacy, and to help them increase their knowledge and skills--including reviews of books, workbooks, study units, software, and Web sites that are of value to the Teaching Artist community. Submit information to this section to Becca Barniskis: beccabarniskis@visi.com Letters to the Journal: A forum for readers to interact and respond to articles; letters may be edited. Artwork: TAJ wants to showcase images and artwork that capture aspects of Teaching Artists'experience. Please submit any photographs, artwork, or other images with permission to use for publication. Peer Review Policy: Articles that appear in the Practice, Theory, Research section (with the exception of solicited and commissioned work) are reviewed by two or more referees who are established specialists in the field. The review process is blind and anonymous.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts.The journal's focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers' work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education.Manuscripts are considered for four sections: (1) Research and Scholarship: critical and theory-based research, and scholarly reflections and debate on contemporary issues related to teacher education; (2) Course Descriptions: papers that describe innovative approaches in undergraduate and graduate teaching; (3) In the Field: innovative practices in K-12 classrooms linked to collaborations between college/university and schools; (4) Resource Review: annotations or reviews of scholarly works; print, multi-media, and web-based instructional and professional resources for teaching education. Papers should attempt to present research, course descriptions, innovative theoretical and/or practical insights in relevant current literature and debate.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 School of Education, The University of Queensland makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and the School of Education, The University of Queensland 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 School of Education, The University of Queensland.

The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal's readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.

Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy. Since 1975 it has provided a peer-reviewed forum for the exchange of ideas about the challenges faced by philosophers in the classroom, and has published the largest body of original work on philosophy teaching in the English language. Each quarterly issue offers a unique mix of articles, reports, case studies, and reviews. Topics regularly covered:* Innovative teaching methods, classroom strategies, and new instructional materials;*Theoretical issues and pedagogical problems in the teaching of philosophy;*Experimental and interdisciplinary courses with philosophical content;*Courses that develop philosophical aspects of other fields;*Evaluation of teaching and learning assessment in philosophy;*Philosophy faculty development and student counseling;*Reviews of books, software, instructional media, and online resources.