Practitioner Journals: An Integral Component for Advancing Research, Knowledge, Practices, and Discussion in STEM Education

Tyler S. Love

doi:10.21061/jts.414

Practitioner Journals: An Integral Component for Advancing Research, Knowledge, Practices, and Discussion in STEM Education

Journal of Technology Studies

Volume 49 (2024): Issue 1

By: Tyler S. Love

Open Access

|May 2024

Abstract

Peer-reviewed practitioner journals in P-12 science, technology, engineering, and mathematics (STEM) education, especially P-12 technology and engineering education, reach a broad array of educators and play a unique role in advancing P-12 STEM teaching and learning. However, with rising expectations in research productivity and greater emphasis on journal and publication metrics to achieve promotion and tenure (P&T) at higher education institutions, practitioner journals have become increasingly undervalued. In this article, the author presents a case for why higher education institutions and P&T committees should place greater value on publishing in peer-reviewed P-12 STEM education practitioner journals. These journals are critical for sharing research-informed recommendations in a practical manner so that they can be implemented in a broad range of P-12 STEM education contexts.

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