Journals


Showing results 1-3 of 3
English Teaching: Practice and Critique
  English Teaching: Practice and Critique is a peer-reviewed journal aimed at encouraging critical reflective practice and classroom-based research. It seeks to promote theorising about English/literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster professional communities and networks. Each issue will deal with a distinct topic or issue.

The editorial board of English Teaching: Practice and Critique enjoys an active, collaborative relationship with the journal L1: Educational Studies in Language and Literature. Both journals publish in English, and both promote inquiry into language and literacy education, including the role of L-1 education within multilingual settings. Although ETPC tends to focus on the English-speaking world, it is also interested in exploring issues related to language and culture in other settings. A key focus for ETPC is the role English is currently playing in globalization, and the journal welcomes contributions which explore the interface between English and local languages and cultures.

 
  Terry Locke  
Teachers and Curriculum
   Teachers and Curriculum is an annual publication of the School of Education, The University of Waikato, Hamilton, New Zealand. It includes articles about curriculum issues, research in the area of curriculum and informed curriculum practice. Reviews of curriculum related books may also be included. The opinion item is contributed by a leading New Zealand educationalist. ISSN 1174-2208  
   
Waikato Journal of Education
   Waikato Journal of Education is a refereed journal, published annually, based in the Faculty of Education, University of Waikato, Hamilton, New Zealand. It publishes articles in the broad field of education.