The Journal of Teacher Action Research is an international journal that publishes peer-reviewed articles written by teachers and researchers to inform classroom practice. The journal serves as a practical medium to read and publish classroom-based research.
Our review process differs from other journals because we also look for potential. We value the research conducted in the classroom, and believe it should be available to teachers and researchers.
Scope of the Journal: The journal accepts articles for peer-review that describe classroom practice that positively impacts student learning. We define teacher action research as teachers (at all levels) studying their practice and/or their students' learning in a methodical way in order to inform classroom practice. Articles submitted to the journal should demonstrate an action research focus with intent to improve the author’s practice.
This quote from Pine (2009) may be helpful in understanding the scope of the journal.
“A good research question leads to taking an action, to trying something out, to improving a teaching/learning situation, to implementing actions that can make a difference in the lives of students. “No action without research—no research without action.” Even in those situations in which the goal of the research is to gain deeper knowledge and understanding of a student, such as in a case study or a descriptive review, it is assumed that the ultimate goal of such acquired knowledge and understanding is the improvement of one’s teaching or the advancement of student learning and/or development.” Page 239
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage
Please review the author guidelines for more details.
Our review process differs from other journals because we also look for potential. We value the research conducted in the classroom, and believe it should be available to teachers and researchers.
Scope of the Journal: The journal accepts articles for peer-review that describe classroom practice that positively impacts student learning. We define teacher action research as teachers (at all levels) studying their practice and/or their students' learning in a methodical way in order to inform classroom practice. Articles submitted to the journal should demonstrate an action research focus with intent to improve the author’s practice.
This quote from Pine (2009) may be helpful in understanding the scope of the journal.
“A good research question leads to taking an action, to trying something out, to improving a teaching/learning situation, to implementing actions that can make a difference in the lives of students. “No action without research—no research without action.” Even in those situations in which the goal of the research is to gain deeper knowledge and understanding of a student, such as in a case study or a descriptive review, it is assumed that the ultimate goal of such acquired knowledge and understanding is the improvement of one’s teaching or the advancement of student learning and/or development.” Page 239
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage
Please review the author guidelines for more details.
