As Current Issues in Education enters its fourth year, we look forward to continuing to publish works on the broad range of topics suggested in our mission statement: “The scope of CIE includes, but is not limited to, curriculum and instruction, policy, social and philosophical foundations, psychology, technology, school counseling, and research methodology in education.” The many possibilities offered by this list provide us the opportunity to stay abreast of topics of interest across the entire field of education.
Our field is continually being studied and modified by researchers, politicians, and educators themselves. When we look back on educational history, we can see that much progress has been made. Education has moved from the privilege of an insignificant portion of the population to the prerogative of whole nations. Students have been able to pursue their education for longer periods of time, both in the number of days in the school year and in the number of years spent in school. The scope of curriculum has expanded in every direction and progress has been made in the educative process itself. The art of teaching, once thought to be a mysterious “gift,” is now something to be studied and taught (Brubacher, 1966).
Despite this advancement, there remains great progress to be made and significant challenges to be met. A recurring theme throughout the history of education is equal access to education by all. In spite of the improvement seen in the education of large numbers of people worldwide, there remain areas where illiteracy predominates. In the United States, despite nearly 50 years since the legal abolition of "separate but equal education" there remain concerns about the segregation of students from oppressed groups, now in inner-city schools and lower educational tracks (Orfield & Yun, 1999).
Many of the current issues in education are those same issues that educational researchers have been wrestling with for years. For example, the education of children who are not “typical” students occupies many of the efforts of educators. These students include those who:
- cannot or do not make educational progress at the rate of other children
- make progress much faster than their same-age peers
- speak a language other than the language of instruction in the school
- are younger (e.g. Head Start students) or older (e.g., adult education students) than traditional age students.
The role of schools in the education of these students has been debated in public forums and investigated by researchers nationally and internationally. Laws have been passed and recommendations made, but the education of these students remains at the forefront of educational debate.
Current Issues in Education is a forum wherein these age-old and ever-evolving issues can be investigated, critiqued and discussed. While research issues may have been facing educators for decades, the nature of scholarly communication is being transformed both in form and content. The nature of the medium alone allows researchers, academics and practitioners to disseminate ideas in a timely manner through a dynamic medium that offers an array of possibilities in terms of presentation of ideas and information (i.e., enhanced opportunities for visual, audio and video interactivity, on-line discussion possibilities, convenient links to other resources). We, as a community of scholars, are thus challenged to think about our ideas and their presentation in new and innovative ways.
As the information age progresses at an unprecedented rate, national and global boundaries continue to dissolve. Thus, we seek work that addresses both national and international issues relevant to the field at large in the knowledge that we are a global community of scholars with much to learn and much to share. As an interactive, peer-reviewed on-line scholarly journal, Current Issues in Education is in an ideal position to give voice to both the experienced and the novice scholar. We seek scholars who are tackling the issues that face our field at new levels and in new ways.
As the year commences and the new millennium begins to unfold, we are challenged to meet the needs of the age and continue to wrestle with the recurring challenges of education. Current Issues in Education is committed to this task and we seek articles that share our vision.
Kristen Eignor DiCerbo is a doctoral student in the School Psychology program in the Division of Psychology in Education, College of Education at Arizona State University. Her research interests include psychoeducational assessment, especially the assessment of minority children, and internalizing problems in children. She is originally from upstate New York and holds a B.A. in psychology and sociology from Hamilton College. Kristen may be reached at email@example.com.
Maria Darcy is a doctoral student in the Counseling Psychology Ph.D. program in the Division of Psychology in Education, College of Education at Arizona State University. She earned a B.A. in Communications Studies from Dublin City University, Ireland and later, in Psychology, from Saint Xavier University, Chicago. Maria has worked in the academic, nonprofit and business fields in Europe, Japan, and the United States. Her research interests include idiographic assessment, the development of sexuality and sexual identity, the use of interpretation in counseling, and issues related to counselor training and education. Maria may be reached at firstname.lastname@example.org.