Journal Guide

Target promotes the scholarly study of translational phenomena from a thoroughly interdisciplinary and international point of view. Rather than reducing research on translation to the practical questions asked by translators, their committers or their audience, the aim is to examine the role of translation in communication in general, with emphasis on cultural situations and theoretical, methodological and didactic matters. Attention is given to the relationship between translation and the societal organisation of communication. Target provides a forum for innovative approaches to translation. It publishes original studies on theoretical, methodological and descriptive-explanatory nature into translation problems and corpora, reflecting various socio-cultural approaches. The review section discusses the most important publications in the field in order to reflect the evolution of the discipline.

Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest.The journal includes work which focuses on:teachers' beliefs, thoughts, conceptions, practical theories teachers' biographies, life histories, 'voice', personal practical knowledge teachers' intentions, thought processes and cognitions * teachers' understanding of subject matter teachers' thinking as a part of professional action teachers' thinking and action as influenced by contextual factors in their structural, cultural and social environmentsPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least three anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

The Teaching Artist Journal (TAJ) provides an authoritative, timely, ongoing professional development resource to clarify, enrich, and advance Teaching Artist research and practice. Teaching Artists--professionals with skills in both teaching and the arts--have uniquely powerful perspectives, practices, and skills. They make significant contributions and are a crucial resource to arts-in-education programs, to arts education and general education, and to the future of the arts as a whole. Until Teaching Artist Journal, there has been no national professional forum for their learning and development, no vehicle for their voices to be heard.The mission of the Teaching Artist Journal is to support and intensify the professional development of Teaching Artistry by advancing the practice of Teaching Artists; by increasing Teaching Artists' understanding of the background, contexts, and potentials of their work; and by expanding the recognition, appreciation, and support of their contributions. TAJ also seeks to enhance collaboration between Teaching Artists and classroom teachers, school arts specialists and other arts providers; to develop a sense of identity and purpose, to foster common language; and to foster illuminating research in the field.Neither a traditional scholarly journal (although it includes scholarly articles) nor a traditional professional publication (although it includes articles describing practice), TAJ is a broad, jargon-free, imaginative, direct, and heartfelt peer-reviewed publication addressing the fullest range of practice, research, theory, opinion, and issues related to Teaching Artists. It seeks to include a wide representation of artistic disciplines, of Teaching Artist approaches, of audiences involved, and of cultural contexts. TAJ includes a variety of sections. Submissions for all sections are invited: Submissions, questions and comments should be directed to Nick Jaffe, Chief Editor, TAJ at: TAJournal@colum.edu, 773-793-4643. Practice, Research, Theory: Original articles in standard journal article format. Suggested length: 2000-4000 words. Medley: Some Teaching Artists are disinclined to write articles; to include their voices TAJ will include original poems, artworks, transcripts of dialogs or interviews about teaching artistry, and other alternative presentation forms. Suggested length: 1500-3000 words. In My Opinion: Opinion pieces about an issue in the field. Suggested length: 1000-2000 words. News Break: Information on changes in the field, conferences, grant opportunities, and advocacy occasions that Teaching Artists should know about. This section will serve as the "one place to go" for Teaching Artists to keep up with their field. Submit information for this section to Laura Reeder: laura@arts4ed.org Research Review: Information on new research studies, reports, and resources that will be of value to the Teaching Artist community. Submit information for this section to Judy Hornbacher: horn0017@umn.edu. Resource Roundup: Key information to help Teaching Artists design their own ongoing learning, to provide reliable information on which to strengthen programs and improve advocacy, and to help them increase their knowledge and skills--including reviews of books, workbooks, study units, software, and Web sites that are of value to the Teaching Artist community. Submit information to this section to Becca Barniskis: beccabarniskis@visi.com Letters to the Journal: A forum for readers to interact and respond to articles; letters may be edited. Artwork: TAJ wants to showcase images and artwork that capture aspects of Teaching Artists'experience. Please submit any photographs, artwork, or other images with permission to use for publication. Peer Review Policy: Articles that appear in the Practice, Theory, Research section (with the exception of solicited and commissioned work) are reviewed by two or more referees who are established specialists in the field. The review process is blind and anonymous.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy. Since 1975 it has provided a peer-reviewed forum for the exchange of ideas about the challenges faced by philosophers in the classroom, and has published the largest body of original work on philosophy teaching in the English language. Each quarterly issue offers a unique mix of articles, reports, case studies, and reviews. Topics regularly covered:* Innovative teaching methods, classroom strategies, and new instructional materials;*Theoretical issues and pedagogical problems in the teaching of philosophy;*Experimental and interdisciplinary courses with philosophical content;*Courses that develop philosophical aspects of other fields;*Evaluation of teaching and learning assessment in philosophy;*Philosophy faculty development and student counseling;*Reviews of books, software, instructional media, and online resources.

Technology and Culture is the preeminent journal for the history of technology. Drawing on scholarship in diverse disciplines, Technology and Culture publishes insightful pieces intended for general readers as well as specialists. Readers include engineers, anthropologists, sociologists, museum curators, archivists, historians, and others. In addition to scholarly essays, each issue features 30- 40 book reviews and reviews of new museum exhibitions. To illuminate important debates and draw attention to specific topics, the journal occasionally publishes thematic issues. Recent special issues have focused on biomedical technology, patents and inventions, ecology, engineering in the twentieth century, and gender and technology.

Television & New Media (TVNM), published bi-monthly, is an international journal devoted to the most recent trends in the critical study of television and new media. TVNM addresses questions of how issues of economics, politics, culture and power are enacted through television and new media forms, texts, industries, and contexts. Topics for the journal engage with critical and interdisciplinary research into audiences and consumers, authors and producers, cultural history and geography, globalization, policy, citizenship, activism, and pedagogy as well as the intersections between social identities, such as race, class, and gender.