Browse Journals and Peer-Reviewed Series

International Journal for Business Education

ISSN 2164-2885

The International Journal for Business Education is a refereed, open-access journal of the La Societe Internationale pour l’Enseignement Commercial--International Society of Business Education (SIEC-ISBE) organization. All articles published by IJBE are made immediately available worldwide under an open access license. Everyone has free and unlimited access to the full-text of all articles published on this site. Anyone can use the published material if proper citations of the original publication are used.

SIEC-ISBE was established in 1901. The original journal of the organization began publication in 1903 under the title International Review for the Development of Business Education. The name was shortened to The Review soon thereafter. During the 20th century the content of The Review included both refereed articles and news articles. It was the primary means of communication with the members and was delivered by the postal services twice per year.

In 2009, the Executive Committee of SIEC-ISBE determined that a dedicated refereed journal was needed, making The Review a research journal. In 2012, to represent the purpose of the journal more accurately, it was renamed the International Journal for Business Education.

Journal of STEM Teacher Education

ISSN 2158-6594

Ryan A. Brown & Allison Antink-Meyer

The Journal of STEM Teacher Education, formerly the Journal of Industrial Teacher Education, publishes high quality research and theoretical articles as well as position papers concerning the education of pre-service and in-service teachers in a variety of settings. One to two issues are published each year. The journal is concerned with how to understand and support STEM-related knowledge and practices among Career and Technical Education (CTE) teachers, informal STEM educators (e.g. museums, libraries, maker-spaces, etc.), and formal K-20 classroom teachers. Authors are encouraged to submit manuscripts that report classroom, curricular, and conceptual innovations in teacher education that emphasize the interdisciplinary nature of STEM-related disciplines. The Journal of STEM Teacher Education is an open access, peer reviewed journal with high standards for publication. All manuscripts which report data or participation by human subjects must include appropriate oversight by Institutional Review Boards.

Requirements for all submitted manuscripts include that work must be focused on (1) teacher education (no classroom studies, or student focused works), and (2) it must involve the integration of STEM domains. For example, PD for mathematics teachers learning to utilize engineering design challenges to contextualize concepts.

Spora: A Journal of Biomathematics

ISSN 2473-5493

Spora: A Journal of Biomathematics is a refereed journal dedicated to publishing high quality manuscripts that describe mathematical and statistical techniques to solve problems in biological settings. Submitted papers may take various forms, including development of a mathematical model of a biological system, possibly including experimental work; development of a particular solution or method related to biological systems; or computational, statistical, or theoretical analysis of existing mathematical models in biology.

Teaching and Learning in Communication Sciences & Disorders

ISSN 2689-6443

Teaching and Learning in Communication Sciences & Disorders (TLCSD) publishes articles that reflect current and exemplary scholarship of teaching and learning (SoTL) research in speech-language pathology and audiology. Articles submitted to TLCSD may also reflect current trends in the format of SoTL work, including original research, quantitative or qualitative in nature, reflective essays and case studies, both grounded in the literature. Recognizing the diverse experiences and perspectives of our readers and contributors, TLCSD strives to foster evidence-based educational practices that build capacity for all potential educators and students. We welcome inquiries to the Editor regarding the potential for unique and novel work that is related to the content of the journal.