About this journal
Aims and scope
The Law Teacher is a fully-refereed journal concerned with the teaching of law and issues affecting legal education at all academic levels. Whilst it is the journal of the UK-based Association of Law Teachers, both the Association and the journal are international in outlook and contributions from any jurisdiction are welcome in any section of the journal.
Contributions generally address issues of legal education rather than substantive law as such. What falls within the concept of ‘legal education’ is broadly interpreted, and could include any issues which will be of interest to law teachers. The journal is particularly interested in reporting pedagogical developments, properly grounded in theory and effectively researched and analysed, and the results of empirical research into matters of concern to law teachers.
The Law Teacher is read by academics and teachers of law around the world, and members of the Association of Law Teachers receive copies as part of their membership.
Peer Review All submitted articles are subject to initial appraisal by the General Editor, and, if found suitable for further consideration, to peer review by at least two independent, anonymous expert referees. All peer review is double anonymized.
An exception to the practice of peer review may arise where a specific article has been commissioned or where it is the published version of a formal lecture organised by the Association of Law Teachers, such as the Annual Lord Upjohn Lecture.
“As the only UK-based journal to focus exclusively on learning and teaching law, the Law Teacher makes a significant contribution to the theory and practice of legal education”Professor Julian Webb, Director, UK Centre for Legal Education.
Journal metrics
Usage
- 84K annual downloads/views
Citation metrics
- 1.1 (2023) Impact Factor
- 1.2 (2023) 5 year IF
- 1.4 (2023) CiteScore (Scopus)
- Q2 CiteScore Best Quartile
- 0.000 (2023) SNIP
- 0.194 (2023) SJR
Speed/acceptance
- 46 days avg. from submission to first decision
- 35 days avg. from acceptance to online publication
- 60% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors who are deciding where to submit their next manuscript for publication. However, any one metric only tells a part of the story of a journal’s quality and impact. Each metric has its limitations which means that it should never be considered in isolation, and metrics should be used to support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside other qualitative factors such as a journal’s aims & scope, its readership, and a review of past content published in the journal. In addition, a single article should always be assessed on its own merits and never based on the metrics of the journal it was published in.
For more details, please read the Author Services guide to understanding journal metrics.
Journal metrics in brief
Usage and acceptance rate data above are for the last full calendar year and are updated annually in February. Speed data is updated every six months, based on the prior six months. Citation metrics are updated annually mid-year. Please note that some journals do not display all of the following metrics (find out why).
- Usage: the total number of times articles in the journal were viewed by users of Taylor & Francis Online in the previous calendar year, rounded to the nearest thousand.
Citation Metrics
- Impact Factor*: the average number of citations received by articles published in the journal within a two-year window. Only journals in the Clarivate Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts and Humanities Citation Index (AHCI) and the Emerging Sources Citation Index (ESCI) have an Impact Factor.
- Impact Factor Best Quartile*: the journal’s highest subject category ranking in the Journal Citation Reports. Q1 = 25% of journals with the highest Impact Factors.
- 5 Year Impact Factor*: the average number of citations received by articles in the journal within a five-year window.
- CiteScore (Scopus)†: the average number of citations received by articles in the journal over a four-year period.
- CiteScore Best Quartile†: the journal’s highest CiteScore ranking in a Scopus subject category. Q1 = 25% of journals with the highest CiteScores.
- SNIP (Source Normalized Impact per Paper): the number of citations per paper in the journal, divided by citation potential in the field.
- SJR (Scimago Journal Rank): Average number of (weighted) citations in one year, divided by the number of articles published in the journal in the previous three years.
Speed/acceptance
- From submission to first decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision. Based on manuscripts receiving a first decision in the last six months.
- From submission to first post-review decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision if it is sent out for peer review. Based on manuscripts receiving a post-review first decision in the last six months.
- From acceptance to online publication: the average (median) number of days from acceptance of a manuscript to online publication of the Version of Record. Based on articles published in the last six months.
- Acceptance rate: articles accepted for publication by the journal in the previous calendar year as percentage of all papers receiving a final decision.
For more details on the data above, please read the Author Services guide to understanding journal metrics.
*Copyright: Journal Citation Reports®, Clarivate Analytics
†Copyright: CiteScore™, Scopus
Editorial board
General Editor
Emma Jones - University of Sheffield, UK Deputy Editor
Victoria Roper - Northumbria University, UK
Lydia Bleasdale - University of Leeds, UK
Consulting Editors
Chris Ashford - Northumbria University, UK
Jess Guth - Leeds Trinity University, UK
Policy and Education Developments Editors
Leela Cejnar - Royal Holloway, University of London, UK
Katherine Langley - University of Sunderland, UK
Amy Wallace - New York Law School, USA
Reviews Editor
Benedict Turner - Cardiff University, UK
Social Media Editor
Cameron Giles - London South Bank University, UK
Editorial Board Emily Allbon- City University London, UK
Johan Bärlund - University of Helsinki, Finland
Fiona Cownie - Keele University, UK
Hugo De Rijke - Plymouth University, UK
Nigel Duncan - City University London, UK
Rachael Field - Bond University, Australia
Andrew Francis - Manchester Metropolitan University, UK
Kris Gledhill - Auckland University of Technology, New Zealand
Elaine Hall - Northumbria University, UK
David McQuoid-Mason - University of KwaZulu-Natal, South Africa
Richard Owen - Swansea University, UK
Sue Prince - Exeter University, UK
Annie Rochette - Independent Scholar
Shuvro Prosun Sarker - Law School, Indian Institute of Technology Kharagpur, India
Avrom Sherr - Institute of Advanced Legal Studies, UK
Sophie M Sparrow - University of New Hampshire, USA
Dawn Watkins - University of Leicester, UK
Lisa Webley - University of Birmingham, UK
The Chair of the Association of Law Teachers is an ex officio member of the Editorial Board.
Peer Review College
Bukola Akinola - Elizade University, NigeriaJohan Bärlund - University of Helsinki, Finland
Fernando Barrio - Queen Mary University of London, UK
Daniel Bedford- Portsmouth University, UK
Alison Bone - University of Brighton, UK
Alysia Blackham - University of Melbourne, Australia
Anthony Bradney - Keele University, UK
Anna Marie Brennan - University of Waikato, New Zealand
Maribel Canto-Lopez- Leicester University, UK
Jane Ching - Nottingham Trent University, UK
Fiona Cownie - Keele University, UK
Egle Dagilyte - Anglia Ruskin University, UK
Hugo de Rijke - University of Plymouth, UK
Jill Dickinson - Leeds Beckett University, UK
Michael Doherty – Lancaster University, UK
Nigel Duncan - City, University of London, UK
Carol Edwards - The Open University, UK
Graham Ferris - Nottingham Trent University, UK
Rachael Field - Bond University, Australia
Rosie Fox - Leeds University, UK
Andrew Francis - Manchester Metropolitan University, UK
Audrey Fried - University of Toronto, Canada
Jenny Gibbons - York University, UK
Thom Giddens - University of Dundee, UK
Andrew Gilbert - The Open University, UK
Kris Gledhill - Auckland University of Technology, New Zealand
Alex Green - University of York, UK
Elaine Gregersen - Northumbria University, UK
Elisabeth Griffiths- Northumbria University, UK
Elaine Hall - Northumbria University, UK
Tamara Hervey – City, University of London,, UK
Laura Higson-Bliss- Keele University, UK
John Hodgson - Nottingham Trent University, UK
Jane Holder - University College London, UK
Odette Hutchinson - Aston University, UK
Sabine Jacques- Liverpool University, UK
Michael Jefferson - Sheffield University, UK
Emma Jones - Sheffield University, UK
Arwen Joyce - University of Leicester, UK
John Koo - LSBU, UK
Thorsten Lauterbach- Robert Gordon University, UK
Patricia Leighton - University of South Wales, UK
James Marson - Sheffield Hallam University, UK
Luke Mason - Birmingham City University, UK
Noel McGuirk- Leicester University, UK
David Mcquoid-Mason - University of KwaZulu-Natal, South Africa
Steven Montagu-Cairns -Leeds University, UK
Douglas Morrison - Leeds Beckett University, UK
Fred Motson - The Open University, UK
Craig Newbury-Jones- Exeter University, UK
Alex Nicholson - Sheffield Hallam University, UK
Mark O'Brien - City, University of London, UK
Aislinn O'Connell- Royal Holloway, University of London, UK
Richard Owen - Swansea University, UK
Marie-Luce Paris - University College Dublin, Ireland
Andreas Philippopoulos-Mihalopoulos - Westminster University, UK
Lida Pitsillidou - University of Central Lancashire, Cyprus
Sue Prince - University of Exeter, UK
Annie Rochette - Université du Québec à Montréal, Canada
Francine Ryan - The Open University, UK
Shuvro Sarker - The WB National University of Judicial Sciences, India
Avrom Sherr – IALS, UK
Ekokoi Solomon - University of Uyo, Nigeria
Sophie M. Sparrow - University of New Hampshire, USA
Caroline Strevens - Portsmouth University, UK
Benedict Turner - Cardiff University, UK
Andy Unger – LSBU, UK
Joan Upson - Sheffield University, UK
Steven Vaughan - University College London, UK
Emily Walsh- Portsmouth University, UK
Ben Waters - Canterbury Christ Church University, UK
Dawn Watkins - University of Sheffield, UK
Julian Webb - University of Melbourne, Australia
Lisa Webley - Birmingham University, UK
David Yuratich - Royal Holloway, University of London, UK
Plus the members of the Editorial Board.
Read more about the Peer Revew College here.
Open access
The Law Teacher is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
- Increase the discoverability and readership of your article
- Make an impact and reach new readers, not just those with easy access to a research library
- Freely share your work with anyone, anywhere
- Comply with funding mandates and meet the requirements of your institution, employer or funder
- Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Use our APC finder to calculate your article publishing charge
News, offers and calls for papers
News and offers
4 issues per year
Advertising information
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The Association of Law Teachers and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, The Association of Law Teachers and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by The Association of Law Teachers and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. The Association of Law Teachers and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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