Current Issues in Education (CIE) is an open access peer-reviewed academic education journal sponsored by the Mary Lou Fulton Teachers College of Arizona State University. This journal is produced by ASU graduate students and publishes articles on a broad range of education topics that are timely and have relevance in the field of education (pre-K, K-12, and higher education) both nationally and internationally. We seek scholarship that tackles issues facing our field at new levels and in new ways.
We publish articles on topics such as curriculum and instruction, leadership and policy, social and philosophical foundations, psychology, technology, school counseling, applied practice, and research methodology in education.
CIE has three goals with its published research: (1) promote scholarly thought in the field of education, (2) facilitate and heighten dialogues between educators, scholars, officials, and the public, and (3) further connections between research and policy.
Articles are published on a revolving basis within issues that reflect ASU's academic semesters: Spring, Summer, and Fall. Articles from our previous issues may be viewed through our archives. Authors wishing to submit a manuscript for peer review need to register for a journal account and should examine our author guideline requirements. As an open access journal, we allow authors to maintain the copyright to their published work.
2014 Annual Report
The Executive Editorial Staff composed this report to reflect on Current Issues in Education's development in 2015. You will find an Overview of Developments, information on Submission and Publication Rates, Time to Publication, Impact and Visibility, as well as Participants, and Goals for 2015.
Editorial: Welcome to Volume 17.3 and Submission Hiatus
Dear readers, authors, contributors to CIE,
Welcome to Issue 17.3 of CIE, which we will roll out soon and which will likely be one of the largest volumes to date. We are in the fortunate position to receive many high-quality submissions that are considered for publication. We thank the authors for their contributions to CIE. The diversity of research topics and issues that has been addressed in the publications is astonishing and we believe that CIE does provide a very unbiased platform for all types of educational resarch.
Unfortunately, we are currently not able to move submissions into peer review immediately. In fact, we have a relatively long queue and we are pushing the limits given our current staff size. While we are happy to be considered as a place for publication by so many authors, we also want to ensure that manuscripts do not spend too much time in our queue for peer-review. Therefore, we announce a submission hiatus until February 1st, 2014, meaning that no manuscript submissions will be accepted before then. If we move through our manuscript queue more quickly than anticipated, we will open our journal up for submissions again sooner and announce it here.
We are also announcing editorial changes. Co-Executive Editor Elizabeth Reyes left the journal and we thank her for her outstanding service for many years. Assistant Executive Editor Kevin Raso stepped down to Section Editor due to other exciting commitments. During the coming academic year, the journal will be lead by Executive Editor Constantin Schreiber and Assistant Executive Editor Anna Cirell.
The new team is looking forward to Issue 17.3 and to the new volume 18 which we will open in January.
Summer 2014 Hiatus Notice
|To accommodate the gracious volunteers who will remain on our staff for this summer, CIE will not review new manuscripts between May 20 and August 21, 2014. We will continue or start the review process on all manuscripts submitted before May 1, 2014 based on section editor availability.|
Volume 17.1 Is Underway!
|We have just published the first three papers of Volume 17.1.|
The 2013 Executive Editors compiled this report to document our progresses and procedures in the 2013 publication year and to look forward to 2014.
Vol 18, No 1 (2015)
Table of Contents
|ICTs in Language and Literacy Education in Bangladesh: A Critical Review||Anwaruddin (2015)|
|Sardar M. Anwaruddin|
|Early Childhood Teacher Assessment: Observation, Feedback, and Self-Assessment||Reinking (2015)|
|Anni Krummel Reinking|
|Assessment under Resource Constraints||Lovett & Curtis (2015)|
|Steve Lovett, Mary Curtis|
|Contradictory Reforms: When NCLB Undermines Charter School Innovation||Martin (2015)|
|Peter Clyde Martin|
|Connecticut's New Teacher Evaluation Process: The Concerns and Experiences of Educators in Two Pilot Districts||LaRocco et al. (2015)|
|Diana J. LaRocco, Deborah S. Wheeler, Beth Ann Loveland Sennett|
|Reframing the Self in an International Learning Context: The Experience of International Students with Disability||Supple & Agbenyega (2015)|
|Briony Supple, Joseph Seyram Agbenyega|
|Education as a Human Right: A Comparison of Two Early College Approaches to University Access for Racial/Ethnic Minority Students in Costa Rica and the United States||McAlister-Shields & Bustamante|
|Leah McAlister-Shields, Rebecca M. Bustamante|
|An Examination into the Validity of Secondary School Entrance Scores in Predicting the Academic Success of Secondary Aged Students||Hall (2015)|
|Martin Timothy Hall|