Abstract
This article conducted an in-depth bibliometric analysis of the communication education studies published over a given period in three leading academic journals. It also provides a good reference for future researchers engaged in studying or designing new curricula as well as being able to base decisions made about content issues related to communications education soundly upon empirical evidence. Many academic journals, including Journalism and Mass Communication Educator, Communication Education, and Communications Teacher provide channels for researchers in the field to publish empirical findings or new teaching methods; likewise allow academics at different levels with pedagogical interests to share their experiences. Journalism and Mass Communication Educator collects teaching materials on journalism and media, while followed by series of this publication now become publishes practical content written by communication preceptors. The comparisons of findings provided with respect to the three selected journals of Communication Education, Journalism and Mass Communication Educator, and Communication Teacher will help identify similarities and differences in publication trends of these journals’ literature. All three are characteristically experiencing an even upward trajectory of their yearly article count that attests to the buoyancy of communication education research.