The Clearing House offers informative, practical articles on teaching and administration in middle schools and junior and senior high schools. In peer-reviewed articles, educators report their successes in teaching as well as present articles on administrative procedures, school programs, and teacher education for the secondary level. Theoretical articles and occasional pieces on comparative education also appear. Frequent symposium issues examine major educational issues in depth. Topics of recent articles include:
- Mentoring Novice Teachers
- Making "Real" Science Accessible to Youth
- Enhancing Teachers' Job Satisfaction
- Learning Styles of Students with ADHD
- Practical Strategies for Teaching in Inclusive Environments
- Using Reflection for Classroom Management
Consideration is given to articles dealing with educational trends and philosophy; preservice and inservice education; effective schools; curriculum; learning styles; discipline; guidance and counseling; community involvement; education of students with disabilities; teaching and learning climate; gifted and talented programs; international education; instructional leadership; instructional techniques; teaching with computers; testing and measurement; and school law.
We prefer manuscripts that do not exceed 3,500 words. We also accept short pieces of roughly 600 words.
Peer Review Policy: All articles have undergone anonymous double-anonymized peer review and editorial screening.
Publication office: Taylor & Francis, LLC, 530 Walnut Street, Suite 850, Philadelphia, PA 19106
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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