Communication Teacher is a peer-reviewed publication of the National Communication Association. Communication Teacher publishes original scholarship that considers the practice and assessment of the teaching of communication across K-2, university/college, and other educational contexts. Communication Teacher welcomes submissions in two primary categories: original teaching activities and communication education assessment.
Original Teaching Activities are instructional activities that can be conducted in either the K-12 or college classroom, including
• Activities that can be implemented in any communication course, across single classes or units
• Outlines of a semester-long project or approach to an entire course
Educational Assessment Articles are data-driven, systematic reflections on instructional practices that provide communication educators across the educational spectrum with opportunities to:
• Monitor student learning
• Improve the quality of specific courses or overall programs
• Modify their instructional practices based on the results of such studies
In many cases, original teaching activities can be assessed for their efficacy in meeting student needs and teacher goals. With this in mind, authors may create a series of articles that create a link between practice and assessment. For this series, the author may submit articles simultaneously, or the editor may invite the author to submit an assessment activity based on the original published teaching activity (single, unit, or semester-long).
For more details regarding the formal requirements for submissions to Communication Teacher, please consult our Instructions for Authors.
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.
