Communication Teacher
Communication Teacher
Journal Title: Communication Teacher
ISSN: 1740-4622
ISSN Online: 1740-4630
Publication Frequency: 4 issues per year
Impact Factor:
Five Year Impact Factor:
Source Normalized Impact per Paper (SNIP):
SCImago Journal Rank (SJR):
Cheif Editor:
Aim & Scope:

Three types of manuscripts will be considered for publication in the journal. First,instructional activities that can be conducted in either the K-12 or college classroom will be considered. Second, manuscripts focused on communication education assessment of student learning, classroom practices (K-12 or college), or program development will be considered, and third, original teaching activity with a link to assessment articles will be encouraged.

Original Teaching Activities

Single Class Activities. Communication educators in all contexts are invited to submit original teaching activities that can be implemented in the classroom. Teaching activities that can be used in any communication course (i.e., public speaking, hybrid, communication research methods, communication technologies, communication theory, family, gender, health, interpersonal, intercultural, mass, organizational, public relations, rhetoric, small group) are welcome. Each submission should contain the following components: (1) a brief title; (2) the course(s) for which the activity is intended; (3) the objective(s) for the activity; (4) a brief theoretical rationale for conducting the activity; (5) a description/explanation of the activity, including any preparation/preliminary steps and materials needed; (6) a debriefing paragraph, including typical results; (7) an appraisal of the activity, including any limitations or variations; and (8) references. Single Class submissions should generally contain no more than 2000 words. Unit Activities. Instructors frequently create an original teaching activity that is conducted throughout an entire class unit (e.g., Relational communication unit on "Conflict in Relationships") that spans several days or weeks. A unit activity should follow the same format as described for the single class activity, and should contain no more than 2500 words. Semester-long Activities. Original teaching activities that outline a semester-long project or approach to an entire course are also encouraged. These manuscripts should follow the same format as described for single class activity and should generally contain no more than 3000 words.

Original Teaching Activity-to-Assessment Articles

In many cases, original teaching activities are assessed for meeting student needs and teacher goals. With this in mind, authors may be encouraged to create a series of articles that create a link between practice and assessment. For this series, the author may submit BOTH articles simultaneously or the editor may invite the author to submit an assessment activity based on the published original teaching activity (single, unit, or semester-long). These two manuscripts should follow the same format as described for one of the three class activities and the educational assessment article (described below) with an established link between the two clearly discussed.

Educational Assessment Articles

Communication educators in all contexts are invited to submit original assessment research. Assessment involves systematic reflection of instructional practices and allows communication educators to monitor student learning as well as improve the quality of specific courses or overall programs. Assessment articles should be data driven. Data can be qualitative or quantitative. Assessment research provides educators an opportunity to modify their instructional practices based on the results of such studies. Each submission should contain the following components: (1) a brief title; (2) the course or program for which the assessment was conducted; (3) an abstract of no more than 100 words; (4) a brief statement of the problem and theoretical rationale; (5) the research question(s) or hypothesis(es); (6) the method for data collection; (7) the results; (8) a discussion of the implications of the results on instructional practice; and (9) references. Submissions should generally contain no more than 8,000 words.

There are several stylistic and formal requirements for submissions to Communication Teacher , details of which can be found in the Instructions for Authors.

In 2004, Communication Teacher became a ’Web First’ journal. Published by Routledge, each issue is available electronically to current subscribers in January, April, July and October. Subscribers then receive a printed volume issued at the end of the year.

Unless specifically indicated otherwise, articles in this journal have undergone rigorous peer review, including screening by the editor and review by at least two anonymous referees.



Subjects Covered & Scope: By Subject; Classroom Practice; Communication Studies; Education; Instructional Communication; Listening; Media Studies; Rhetoric; Secondary Education; Supplementary material; Visual Communication; Writing & Composition
Editor Board:
Editor:
Marian Houser  - Texas State University, USA

Editorial Board:
Bernard Armada – University of St. Thomas
John Baldwin – Illinois State University
Steven Beebe – Texas State University
Nicole Blau – Ohio University
David L Bodary – Sinclair Community College
Derek Bolen – Angelo
Nick Bowman – University of Notre Dame
Melissa Broeckelman-Post – George Mason University
Amanda Brown – University of Wisconsin Stout
Carol Bruess – St. Thomas
Leah Bryant – DePaul University
Michael Burns – Texas State University
Jennifer Bute – Ohio University
Kerry Byrnes – Collin College
Kristen Chamberlain – Augsburg College
Carla Chamberlain-Quinlisk – Penn State
Casey Chilton – Texas State University
Rebecca Chory – West Virginia University
Christopher Claus – California State University Stanislaus
Lora Cohn – Park University
Renee Cowan – University of Texas, San Antonio
Brittani Crook – University of Texas at Austin
Stephanie Dailey – Texas State University
Laura Beth Daws – Georgia Highlands College, Cartersville Campus
Sara DeTurk – University of Texas, San Antonio
Lori DeWitt – Salisbury University
Linda Dickmeyer – University of Wisconsin
Rebecca DiVerniero
Katie Dunleavy – LaSalle University
Chad Edwards – Western Michigan University
Kristen Eichhorn – Suny Oswego
Amber Erickson – University of Cincinnati
Deanna L Fassett – San Jose State University
Sarah B Feldner – Marquette University
Debra Ford – University of Kansas
Tara Franks – Arizona State University
Seth Frei – University of Texas, Austin
Ann Bainbridge Frymier – Miami University
Mark Generous – Arizona State University
Alan Goodboy – West Virginia University
Steve Granelli – Ohio University
Lyn Dee, Gregory – Appalachian State University
Jennifer Hallett – Young Harris College
Lynn M. Harter – Ohio University
Lindsey Harvell – University of Oklahoma
Rebecca Hayes – Illinois State University
Angela M Hosek – Ohio University
Daria Heinemann-LaFave – Wayne State University
Mark Hickson – University of Alabama, Birmingham
John Hooker – Illinois State University
Sean Horan – Texas State University
Angela M Hosek – Emerson College
Danette Ifert Johnson – Ithaca College
Adam Jones – Illinois College
David Kahl Jr. – Penne State Erie, The Behrend College
Maureen Keeley – Texas State University
Carrie Kennedy Lightsey – Stehpen F. ASutin State University
Amie Kincaid
Jennifer L Knapp – Suny Oswego
Jeff Kuznekoff Ohio University
Kristen LeBlanc Farris – Texas State University
Lance Lippert – Illinois State University
Min Liu – Southern Illinois University, Edwardsville
Tobi Mackler – Montgomery County Community College
Colleen Malachowski – West Virginia University
Daniel Mansson – Penn State University
Rodney Marshall – Eastern Illinois University
Robin Smith Mathis – Texas State University
Joseph Mazer – Clemson University
Timothy P. McKenna – Ohio University
Kristen Mclntyre – University of Arkansas
David McMahan – Missouri Western State University
Kevin Meyer – Illinois State University
Jerry L. Miller – Ohio University
Mary Mino – Pennsylvania State University
Michelle Morris
Richard Murphy – Wayne State College
Scott Myers – West Virginia University
David Novak
Rosalinda Ortiz – Carrizo Springs H.S.
Jessica Parker Raley – University of Texas, San Antonio
Donna Pawlowski – Creighton University
Suzanne Prentiss – University of Tennessee, Knoxville
Phillip Pulley – Fieldcrest High School/Illinois State University
Margaret Quinlan – University of North Carolina, Charlotte
David Roach – Texas Tech University
Kelly Rocca – St. Johns University
Elizabeth Ribarsky – University of Illinois, Springfield
Kevin Sauter – St Thomas University
Nichole Schultz – University of Wisconsin Eau Claire
Deanna Sellnow – University of Kentucky
Stephaine Shimotsu-Dariol – Western Governors University
Robert Sidelinger – Oakland University
Brent Simonds – Illinois State University
Cheri J Simonds – Illinois State University
Amy Slagell – Iowa State University
Cynthia Smith – Indiana University
Peter Smudde – Illinois State University
Candice Thomas-Maddox – Ohio University
Blair Thompson – Western Kentucky University
Katherine Thweatt – West Virgina Weslyn University
Scott Titsworth – Ohio University
Mary Toale – West Virginia Weslyn University
Kris Treinen – Minnesota State University
Paul D Turman – South Dakota Board of Progress
Lynn H Turner - Marquette University
Adam Tyma – North Dakota State University
Deb Uecker – Wisconsin Lutheran College
Lori Vela – Western Governors University
Steve Venette – University of S Mississippi
Melinda Villagran – Texas State University
Michelle Violanti – University of Tennessee, Knoxville
Beth Waggenspack – Virginia Tech University
Jennifer, Waldeck – Chapman University
Sam Wallace – University of Dayton
Tiffany R. Wang – University of Montevallo
Melissa Wanzer – Canisius College
Erin Willer
Nancy Willets – Cape Cod Community College
Jennifer Willis-Rivera – University of Wisconsin, River Falls
Crystal D. Wotipka – University of Iowa
Jason S. Wrench
Qin Zhang – Fairfield College
 

Abtracting & Indexing: Abstracted/ Indexed in: Communication and Mass Media Complete; Current Abstracts; Electronic Collections Online and OCLC.
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