The Geography Teacher provides a forum for educators and scholars to present innovative teaching strategies and essential content for elementary and secondary geography, AP Human Geography, introductory college geography, and preservice methods courses. The journal invites scholarly work in the areas of how students learn and instructors teach by preserving and disseminating research. It is also a forum for discussion of state, national, and international trends in geography education. The journal seeks original manuscripts that contribute to the understanding of issues and topics associated with geography education.
While research manuscripts are accepted, one important aim of the Journal is to provide a forum for those manuscripts that may be outside traditional research formats. Lesson plans and approaches to teaching are of particular interest. Guidelines for submission are available in the Instructions to Authors. On occasion, submissions may be solicited on a specific and relevant topic.
The Geography Teacher supports the mission of the National Council for Geographic Education, a professional association devoted to enhancing the status and quality of geography teaching and learning and promoting excellence in curricula, teaching, research, and service related to geography education.
All submitted manuscripts are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, expert referees.
Peer Review Policy: All Articles, Lesson Plans, and Essays submitted to this journal undergo a “double-anonymous” peer review by one to three referees. Reviews, Symposium Commentaries, and Letters undergo "single-anonymous" peer review by the editor and members of the editorial board.
All submissions should be made via the online submission system. Read the Instructions for Authors for information on how to submit your article.
Disclaimer
The National Council for Geographic Education (NCGE) and Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, the NCGE and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society, or Taylor & Francis.
Authors can choose to publish gold open access in this journal.
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