This research explores key features of the scholarship of teaching and learning presented in nine higher education pedagogical journals. In an effort to better understand the domain in which the journal Teaching Sociology resides, descriptive and comparative analyses indicate that there is notable variation in the type of knowledge offered to teacher-scholars in different disciplines and in the patterns of authorship in terms of solo or multiple authors and gender. Teaching Sociology appears to fare well in comparison with other journals for the criteria examined. The critical issue of determining how this knowledge serves us in practice remains.
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MarxJonathanEckbergDouglas. 2005. “Teaching Scholarship during the 1990s: A Study of Authorship in Teaching Sociology.” Teaching Sociology33(3):252-62.
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