Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
As such, Journal of Science Teacher Education:
Publishes empirical research and theoretical position statements concerning preservice and inservice education of science teachers
Offers ways to improve classroom teaching and learning, inservice workshops, and teacher recruitment and retention
Provides evidence through research of the effectiveness of teaching strategies, interventions, assessments, professional development, and other issues related to science teacher education
Communicates ideas, theories, research, and field-oriented information related to policy, supervision, curriculum, instruction, and assessment in science teacher education
The focus of both theoretical and empirical articles should be on science teacher education. Articles with ONLY implications for science teacher education are not appropriate.
Journal metrics
Usage
134K annual downloads/views
Citation metrics
2.1 (2023) Impact Factor
Q1 Impact Factor Best Quartile
2.3 (2023) 5 year IF
4.9 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.484 (2023) SNIP
0.946 (2023) SJR
Speed/acceptance
55 days avg. from submission to first
decision
136 days avg. from submission to first
post-review decision
22 days avg. from acceptance to online
publication
19% 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.
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.
Andrea Borowczak ,University of Central Florida, USA, Emily Dare, Louisiana State University, USA Colby Tofel-Grehl, Utah State University, USA
Associate Editors: Valerie Akerson, Indiana University, USA Sarah Braden, University State University, USA Julie Brown, University of Florida, USA Heidi Cian, Maine Mathematics and Science alliance, USA Maurice M. W. Cheng, Auckland University, New Zealand Joshua Ellis, Louisiana State University, USA Su Gao, University of Central Florida, USA Rebekah Hammack, Purdue University, USA Karim Hamza, Stockholm University , Sweden Rebecca Hite, Texas Tech University, USA Linda Hobbs, Deakin University , Australia Karl G. Jung, Bradley Univerisy, USA Mageswary Karpudewan, Universiti Sains Malaysia, Malaysia Shakhnoza Kayumova, U Mass Darmouth, USA Natalie King, Georgia State University , USA William Medina-Jerez, University of Texas El Paso, USA Deepika Menon, University of Nebraska-Lincoln, USA Jamie Mikeska, Educational Testing Service, USA Erin Peters-Burton, George Mason University, USA Jacob Pleasants, University of Oklahoma, USA Anton Purvirajah, University of Western Ontario, Canada Catherine Quinlan, Howard University, USA Gillian Roehrig, University of Minnesota, USA Jon Singer, University of Maryland Baltimore, USA Justice Walker, University of Texas El Paso, USA Jeanna Wieselmann, University of Minnesota, USA Brooke Whitworth, Clemson University, USA Laura Zangori, University of Missouri Columbia, USA Danhui Zhang, Beijing Normal University, China
Managing Editor: Melissa P. Mendenhal, Utah Valley University, USA, [email protected]
Editorial Review Board Amanda Glaze, Georgia Southern University, USA (2024) Andrew Gilbert, George Mason University, USA (2024) Brant G. Miller, University of Idaho, USA (2024) Bridget Miller, University of South Carolina, USA (2024) David Sparks, University of Texas at Arlington, USA (2024) Gary Holliday, University of Akron, USA (2024) Jennifer L. Maeng, University of Virginia, USA (2024) Joanne Vakil, Ohio State University, USA (2024) Julianne Wenner, Clemson University, USA (2024) Julie Brown , University of Minnesota, USA (2024) Julie Contino, American Museum of Natural History, USA (2024) Lara Kathleen Smetana , Loyola University Chicago, USA (2024) Maria F.G. Wallace, University of Southern Mississippi, USA (2024) Marti Canipe , Northern Arizona University, USA (2024) Quentin Sedlacek, Southern Methodist University, USA (2024) Rachel E. Wilson, Appalachian State University, USA (2024) Sae Yeol Yoon, Delaware State University, USA (2024) Sarah Boesdorfer, Illinois State University, USA (2024) Sarah Fick , Washington State University, USA (2024) Vanessa Klein, University of Maine, USA (2024) Yasemin Yilmaz, Gaziosmanpasa University, Turkey (2024) Alberto Rodriguez, University of Houston, USA (2025) Sebastian Szyjka, Western Illinois University, USA (2025) Regina Suriel, Valdosta State University, USA (2025) Robert Ceglie, Queens University of Charlotte, USA (2025) Justin McFadden, University of Louisville, USA (2025) Karthigeyan Subramaniam, University of North Texas, USA (2025) Sara Wilmes, University of Luxembourg, Germany (2025) Nilay Muslu, Mugla Sitki Kocman University, Turkey (2025) Sophia Jeong, University of Georgia, USA (2025) Richard Lamb, East Carolina University, USA (2025) Paula Magee, Indiana University Purdue University at Indianapolis, USA (2025) Carol Rees, Thompson Rivers University, Canada (2025) Bridget Mulvey, Kent State University, USA (2025) Jarod Kawasaki, California State University Dominguez Hills, USA (2025) Scott McDonald, Pennsylvania State University, USA (2025) Anna Maria Arias, Illinois State University, USA (2025) Feral Ogan-Bekiroglu, Marmara University, Turkey (2025) Dante Cisterna, University of Missouri, USA (2025) Melanie Kinskey, Sam Houston State University, USA (2025) Amber Bismack, University of Michigan, USA (2025) Peng He, Michigan State University, USA (2025) Sara Heredia, University of North Carolina at Greensboro, USA (2025) Philip Short, Austin Peay State University, USA (2025) Alexis Rutt, University of Mary Washington, USA (2025) Eunice Nyamupangedengu, Wits School of Education, South Africa (2025) Katie Laux, Upper Iowa University, USA (2025) Şahin İDİN, The Scientific and Technological Research Council of Turkey, Turkey (2025) Emine Adadan, Bogazici University, Turkey (2026) Phillip Boda, California State University, East Bay, USA (2026) Helen Douglass, University of Tulsa, USA (2026) Kelly Kathleen Feille, University of Oklahoma, USA (2026) Chatree Faikhamta, Kasetsart University, Thailand (2026) Li Ke, University Of North Carolina at Chapel Hill, USA (2026) Jaclyn Kuspiel Murray, Augusta University, USA (2026) Ryan Nixon, Brigham Young University, USA (2026) Justina A. Ogodo, Baylor University, USA (2026) Catherine Scott , Coastal Carolina University, USA (2026) Carrie-Anne Sherwood, Southern Connecticut State University, USA (2026) Stephen Thompson, University of South Carolina, USA (2026) Dina Tsybulsky, Technion (Israel Institute of Technology), Israel (2026) Noemi Waight, University of New York at Buffalo, USA (2026) Georgios Ampatzidis, University of Thessaly, Greece (2026) Lisa Maro-Bujosa, Villanova University, USA (2026) Jessica Chen, Teachers College-Columbia University, USA (2026) Heesoo Ha, Seoul National University, South Korea (2026) Ernest Nkosingiphile Mazibe, University of South Africa, South Africa (2026) Johathan McCausland, New Mexico Highlands University, USA (2026) Anica Miller-Rushing, Associated Universities Inc., USA (2026) Benny Mart Hiwatig, University of Minnesota, USA (2026)
Abstracting and indexing
The Journal of Science Teacher Educationis abstracted/indexed in:
• EBSCOhost
° Book Review Digest Plus (H.W. Wilson)
° Current Abstracts
° Education Abstracts (H.W. Wilson)
° Education Full Text (H.W. Wilson)
° Education Index (Online)
° Education Research Complete
° Education Research Index
° Education Source
° Inspec
° MasterFILE Complete
° OmniFile Full Text Mega (H.W. Wilson)
° OmniFile Full Text Select (H.W. Wilson)
° TOC Premier
• Elsevier BV
° Scopus
• ERIC (Education Resources Information Center)
• Gale
° Academic OneFile
° Educator's Reference Complete
° Expanded Academic ASAP
° General OneFile
° InfoTrac Custom
• Informit
° Australian Education Index (Online)
• National Library of Medicine
° PubMed
• OCLC
° Education Index (Online)
• Ovid
° Inspec
• ProQuest
° Education Collection
° Education Database
° Engineering Research Database, Selective
° Environmental Engineering Abstracts, Selective
° Environmental Sciences and Pollution Management, Selective
° Professional ProQuest Central
° ProQuest 5000
° ProQuest 5000 International
° ProQuest Central
° ProQuest Environment Abstracts, Selective
° ProQuest Professional Education
°Social Science Premium Collection
° Technology Research Database
• Taylor & Francis
° Educational Research Abstracts Online
° Research into Higher Education Abstracts (Online)
° Studies on Women and Gender Abstracts (Online)
Open access
Journal of Science Teacher Education 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.
The Association for Science Teacher Education (ASTE) promotes leadership and support for professionals involved in the education and development of teachers of science at all levels. ASTE advances practice and policy through scholarship, collaboration, and innovation in science teacher education.
For more information about ASTE, please visit theaste.org.
Print ISSN:
1046-560X
Online ISSN:
1573-1847
8 Online Issues, 4 Print Issues
What are Special Issues?
Special Issues are a dedicated collection of articles focused on a timely and important topic that is closely aligned with the aims and scope of JSTE and that are likely to attract enough high quality papers to justify creating a dedicated issue on the topic. Special Issues are either edited by the Co-Editors in Chief or Guest Editors.
The following are Special Issues that are currently in progress with expected completion dates, as well as Special Issue contact information for the corresponding editor:
Out of Field Teaching. Co-Guest Editors: Drs. Julie Luft ( [email protected]), Deborah Hanuscin, and Linda Hobbs. Expected completion date: Fall/Winter 2020.
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Association for Science Teacher Education and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Association for Science Teacher Education 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 Association for Science Teacher Education 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. Association for Science Teacher Education 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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