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Abstract
The Journal of Science Education for Students with Disabilities (JSESD)d is the premier journal focusing on the intersections of science education for students with disabilities. JSESD provides valuable content and context for teachers and researchers on what works in advancing science access, practices, and knowledge for all students across settings, grades, ages, and exceptionality. One way in which JSESD supports teachers and researchers is through publication of practitioner manuscripts also referred to as Teaching Techniques. These manuscripts focus on the how-to portion of science education. That is, JSESD practitioner publications give detailed information on how-to provide science instruction or how-to implement instructional strategies or supports, hence Teaching Techniques. The purpose of this paper is the provide guidance to authors on what to include (or not include) in Teaching Techniques practitioner manuscript submissions to JSESD for successful publication.
Recommended Citation
Taylor, Jonte C.
(2021)
"Publishing Successful Practitioner (Teaching Techniques) Manuscripts for the Journal of Science Education for Students with Disabilities,"
Journal of Science Education for Students with Disabilities: Vol. 24
:
Iss.
1, Article 2.
DOI: 10.14448/jsesd.13.0002
Available at:
https://repository.rit.edu/jsesd/vol24/iss1/2
Included in
Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Higher Education Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons