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-12, 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.
Journal metrics
Usage
73K annual downloads/views
Citation metrics
0.4 (2023) Impact Factor
0.6 (2023) 5 year IF
1.0 (2023) CiteScore (Scopus)
0.478 (2023) SNIP
0.264 (2023) SJR
Speed/acceptance
39 days avg. from submission to first
decision
51 days avg. from submission to first
post-review decision
19 days avg. from acceptance to online
publication
28% 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.
Tony Adams, Bradley University, USA Ahmet Atay, College of Wooster, USA John Baldwin, Illinois State University, USA Nicole Blau, Ohio University, USA Kristen Blinne, SUNY-Oneonta, USA Nicholas Bowman, Texas Tech University, USA Josh Boyd, Purdue University, USA Leah Bryant, DePaul University, USA Kerry Byrnes-Loinette, Collin College, USA Kakali Bhattacharya Chakrabarti, Austin Peay State University, USA Yea-Wen Chen, San Diego State University, USA Rebecca Chory, Frostburg State University, USA Fatima Zahrae Chrifi Alaoui, San Francisco State University, USA Jennifer Considine, University of Wisconsin-Oshkosh, USA Renee Cowan, Queens University-Charlotte, USA Ivana Cvetkovic, California State Polytechnic University, Pomona, USA Stephanie Dailey, Texas State University, USA Katherine J. Denker, Ball State University, USA Sara DeTurk, University of Texas-San Antonio, USA Melissa Dobosh, University of Northern Iowa, USA Deanna L. Fassett, San José State University, USA Debra Ford, Creighton University, USA Seth Frei, Texas State University, USA Kathryn B. Golsan, University of Northern Iowa, USA Ashley R. Hall, Illinois State University, USA Jennifer Hallett, Young Harris College, USA Min Wha Han, West Texas A&M University, USA Lisa Hanasono, Bowling Green State University, USA Sally Hastings, University of Central Florida, USA Lily Herakova, University of Maine, USA Sean Horan, Fairfield University, USA Angela M. Hosek, Ohio University, USA Aubrey Huber, University of South Florida, USA Danette Ifert Johnson, Kalamazoo College, USA Richard G. Jones, Jr., Eastern Illinois University, USA Adam Jones, Illinois College, USA David H. Kahl, Penn State Erie, The Behrend College, USA Sonali Kudva, University of Tampa, USA Dani Kvam, University of Wisconsin-Oshkosh, USA Jamie Landau, Valdosta State University, USA Colleen Malachowski, Regis College, USA Meggie Mapes, University of Kansas, USA Robin Smith Mathis, Kennesaw State University, USA Joseph Mazer, University of Tennessee, USA Kathleen McConnell, San José State University, USA Matt McGarrity, University of Washington, USA Angela McGowan-Kirsch, SUNY Fredonia, USA Kevin R. Meyer, Illinois State University, USA Mary Mino, Penn State University-DuBois, USA Kesha Morant Williams, Pensylvania State University, Berks, USA Juliane Mora, Gonzaga University, USA Scott A. Myers, West Virginia University, USA Keith Nainby, CSU Stanislaus, USA George Pacheco, Jr., West Texas A&M University, USA Donna Pawlowski, Bemidji State University, USA Sandra L. Pensoneau-Conway, Southern Illinois University Carbondale, USA Suzy Prentiss, The University of Tennessee-Knoxville, USA Philip Pulley, Fieldcrest CUSD 6; PowerSchool Ambassador, USA Angela Putman, Penn State Brandywine, USA Elizabeth Ribarsky, University of Illinois Springfield, USA David Roach, Texas Tech University, USA C. Kyle Rudick, University of Northern Iowa, USA Jennifer Sandoval, University of Central Florida, USA John Seiter, Utah State University, USA Deanna Sellnow, University of Central Florida, USA Sayyed Fawad Ali Shah, Jacksonville State University, USA Robert Sidelinger, Oakland University, USA Cheri Simonds, Illinois State University, USA Candice Thomas-Maddox, Ohio University-Lancaster, USA Adam Tyma, University of Nebraska-Omaha, USA Michelle Violanti, University of Tennessee-Knoxville, USA Caroline Waldbuesser, Sam Houston State University, USA Tiffany R. Wang, University of Montevallo, USA Jennifer Willis-Rivera, University of Wisconsin-River Falls, USA Jason Wrench, SUNY-New Paltz, USA Qin Zhang, Fairfield University, USA Nicholas Zoffel, Educational Results Partnership | Global Forum for Civic Affairs, USA
Abstracting and indexing
Abstracted/ Indexed in: Communication and Mass Media Complete; Current Abstracts; Electronic Collections Online and OCLC.
Open access
Communication 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.
The National Communication Association advances Communication as the discipline that studies all forms, modes, media, and consequences of communication through humanistic, social scientific, and aesthetic inquiry.
The National Communication Association publishes 12 journals:
NCA members receive online access to all current and archive content from each of the National Communication Association journals. Members also receive online access to a selection of four additional Routledge, Taylor & Francis journals.
Communication Teacher is a peer-reviewed publication of the NCA. For more details about how to submit your research to Communication Teacher, please review our Instructions for Authors.
National Communication Association and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, National Communication Association 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 National Communication Association 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. National Communication Association 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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