Tallózó

SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed.

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Teaching and Teacher Education aims to enhance theory, research, and practice in teaching and teacher education through the publication of papers concerned with the analysis of teaching, teaching effectiveness, the factors that determine teachers thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers. The journal will recognize that many disciplines - psychology, sociology, anthropology, economics, political science, history, and philosophy - have important contributions to make to the achievement of its goals, and the Editors welcome contributions from them. In the absence of any dominant paradigm, the journal will allow varied approaches to offer empirical research, theoretical and conceptual analyses, and reviews (both qualitative and quantitative syntheses) of high quality.

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TESL-EJ began as the brainchild of a group of scholars who saw the need for a freely-distributed electronic academic journal. It has grown to become an internationally- recognized source of ESL and EFL information for people in scores of countries.

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Teaching/Writing: The Journal of Writing Teacher Education is a peer reviewed journal focusing on issues of writing teacher education – the development, education, and mentoring of prospective, new, and experienced teachers of writing at all levels. The journal draws from composition studies – writing program administrators, writing across-the-curriculum specialists, and other teaching mentors; English education – including voices from secondary and elementary teacher educators at both the graduate and undergraduate levels; and from teacher educators from K-12 settings -- including leaders and mentors in the National Writing Project and those in high school, middle school, and elementary school English leadership positions.

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Technology Innovations in Statistics Education (TISE) was founded in 2007 to address the growing need for peer-reviewed discussions concerning the interactions between technology and statistics education. Since then, there has been a growing realization across many sectors concerning the urgent need to prepare students at all levels to think about and reason with data. And there is a growing recognition that to work with data requires developing a synthesis of statistical and computational thinking in order to access and wrangle data. We now see data science courses in a growing number of high schools, and consortiums and conferences on developing data literacy and data acumen. The mission of TISE is to provide a forum for researchers to discuss ways in which technology can enhance data acumen, and ways in which students can be taught to use and develop technology to better reason with data.

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