Current Issues in Education

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.



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.


Constantin Schreiber

Executive Editor

Posted: 2014-09-18

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.  
Posted: 2014-05-20 More...

Volume 17.1 Is Underway!

We have just published the first three papers of Volume 17.1.  
Posted: 2014-01-23 More...

2013 Highlights


The 2013 Executive Editors compiled this report to document our progresses and procedures in the 2013 publication year and to look forward to 2014.

Posted: 2014-01-02 More...

EPAA Call for Papers II


EPAA, one of CIE's sister journals, just released a call for papers.

This call for papers will explore how research assessment exercises and ranking regimes are affecting scholarly journals globally. Do scholars seek to become public intellectuals and write for The Public when they must publish in a language unintelligible to their particular publics?  What topics have been lost in the move toward international scholarship? How have library budgets adjusted to the costs of the growing number of commercial journals that are charging ever higher subscription prices?  How has the focus of academic research changed in recent years as a consequence of these trends?  

Posted: 2013-05-23 More...
More Announcements...

Vol 17, No 3 (2014): Vol 17, No 3 (2014)

Table of Contents


Online Student Satisfaction: An Examination of Preference, Asynchronous Course Elements and Collaboration Among Online Students 01
Michael Marmon, Jared Vanscoder, Josh Gordesky
Secondary Pre-service Teachers' Perceptions of an Ideal Classroom Environment 02
Frederick J Bartelheim, Daniel R Conn
Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level 03
Muhammad Sarwar, Ghulam Muhammad Ashrafi
Blended Instruction: The Roaring Twenties Meets Coursesites 04
Diane L. Waldron
Conflicting Discourses: A First Grade Teacher's Perceptions of Teaching with a Scripted ELA Curriculum 05
Susan A Sturm
Large-Scale Implementation of the edTPA: Reflections upon Institutional Change in Action 06
Diana B. Lys, Mark L'Esperance, Ellen Dobson, Ann Adams Bullock
Transformational School Principal Leadership Behavior and Its Impact on School Climate 07
Edward Leroy Myers
Change Is the Only Constant: Beginning Teacher Perceptions of Implementing the Common Core State Standards 08
Elizabeth E. Saylor, Shea N. Kerkhoff