ONLINE jOURNAL

All articles in the STER online journal are written by students and, in keeping with the student-centred ethos of STER, student articles go through a double-blind peer review process. Articles present a snapshot of student's final year research project and are approximately 2,500 words in length. The target audience is student teachers, classroom teachers and teacher educators who are interested in up-to-date education research. The journal is published online each Spring. Read more about the peer-review process below or contact the coordinator for a copy of submission guidelines for authors. 
​

Volume 1 (2018)

The first edition of the STER online journal includes two brief research articles on the themes of ‘Translanguaging’ and ‘Intercultural Education’ in primary education. Download a copy by clicking on the link below.

Volume 2 (2019)

The second edition of the STER journal includes ten brief research articles on the themes of; education leadership, work-based learning; early years policy; inclusion and more. Download a copy by clicking on the link below. 
ster_journal_vol_1_2018.pdf
File Size: 2435 kb
File Type: pdf
Download File
ster_journal_vol_2_2019.pdf
File Size: 2266 kb
File Type: pdf
Download File

Share your research

peer review process
STER is a fantastic way to get feedback and to help focus your attention on the significance and impact of your education research. Participation is open to undergraduate and postgraduate students who are currently enrolled in, or who have graduated from a teacher education programme within the last 12 months. Participants must have completed a research dissertation on a topic related to teaching and learning and all primary research must have received ethical approval.  

If you would like to submit an article for the STER journal, please contact the coordinator for a copy of the guidelines for authors.
Student articles go through a double-blind peer review process. Once authors submit a first draft of their article to the coordinator, articles are anonymised and sent to the student peer-review team. Each article is reviewed by at least two student reviewers and a written feedback report is sent to the author. Feedback is constructive, aiming to enhance the overall quality of the submission. The author is advised to reflect and act upon reviewer feedback and resubmit the article for inclusion in the final publication. To maintain the quality of the STER journal, peer reviewers reserve the right to not publish articles and/or to request additional rounds of review.

Contact