Current Issues in Education (CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines. As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

CIE is now indexed in ERIH PLUS 


We are very glad to share that our journal has been indexed in ERIH PLUS, the European Reference Index for the Humanities and Social Sciences (HSS). ERIH PLUS is a database that helps journals increase their visibility and discoverability.

This great news represents an exciting milestone for our journal. We have worked very hard to keep consolidating it as a high-quality venue for educational researchers who seek to publish their work in open access, and as a learning space for doctoral students interested in developing their skills as editors and reviewers. The inclusion of CIE in ERIH PLUS will allow us to reach an international audience and invite fellow researchers from Europe and worldwide to submit their contributions to keep advancing the knowledge in education.

To know more, please visit:

Special Issue: Student Journals and Editors – Call for Papers


Student-run academic journals have a challenging existence and barely documented history. Due to limited funding and frequent turnover, these journals are severely underrepresented in academic discourse. Despite these obstacles, student-run academic journals are vibrant and productive spaces for scholarship - for both the editors and authors. While there is an abundance of options for the production of scholarship, fostering a fertile environment for student-run journals is essential for the growth and development of scholars. The flexibility of student-run journals (many of which are open access) provides a unique opportunity and space for a diversity of modes and representation of scholarship and scholars. The purpose of this Special Issue is to advance and elevate the status of student-run academic journals in any field or discipline, as well as to discover and share strengths, solutions, and best practices.


We seek contributions that expand the knowledge of undergraduate and graduate student journals’ publishing. Potential topics for the Special Issue include but are not limited to:


  • Student editor narratives: Learning experiences and professional perspectives of editors and editorial boards.
  • Historical overview of student-led journals.
  • The impact of editorships in student trajectories.
  • National and international comparative studies of student journals.
  • Student journals as spaces that break down barriers between research, teaching, and practice.
  • Publication pedagogies, mentorship, collaborative learning, institutional support and student journals. 
  • Student journals and digital technologies. 
  • Open Access and student-led publications. 


Quantitative and qualitative empirical studies, essays, systematic literature reviews, and commentaries are welcome. Manuscripts should not have been previously published or under consideration elsewhere; they should be written in the English language. Contributions may start from 1,500 words for commentaries and 3,500 for the essays, cases of study or others.


Authors should follow the CIE’s submission guidelines. All the manuscripts will be submitted to our usual review procedures, i.e., editorial and peer review processes. 


Submissions must be sent to and 


Closing date for submissions: March 15, 2023

Editorial: Welcome to Issue 23(1)


Dear readers,

Welcome to our Issue 1, Volume 23!

I am delighted to announce that this issue results from the tremendous efforts of our renovated Editorial Board. At the beginning of 2022, we expanded the team, which now includes nine brilliant students from our three doctoral programs at Mary Lou Fulton Teachers College. We are also very proud to have more student reviewers on board! We aim to support young researchers by providing resources to conduct ethical reviews while at the same time respecting the diversity of their backgrounds, life experiences, and expertise.

To visit the new issue, please click here:

The editorial team would like to thank our readers who make it possible for us to contribute to strengthening educational research. Or, as our founder-editor, Dr. David Berliner, states, ‘the hardest science of all.’ We are thrilled to share that CIE’s website has been viewed 1,339,917 times so far!

As in past years, the submissions portal will be closed during the summer months, and reopen in August.


Ivonne Lujano Vilchis


On behalf of the CIE Editorial Team

Vol 23 No 3 (2022)

Three years ago, I started my journey to become Dr. Blair Stamper in Arizona State University’s fully online Educational Leadership and Innovation Program. I started this program with limited research experience. I was purely a practitioner, first as a middle school teacher and then as an instructional designer. While the courses in the program helped introduce me to the basics of research methods and research theories, my experiences with Current Issues in Education truly made me become a better researcher. 

In my first year at the University, I started as a reviewer for the journal. With guidance from the journal editors, I tried my absolute best to provide feedback on the articles submitted. Looking back, I realize I had no idea what I was doing. My feedback focused on grammatical errors, flow of ideas, and overall contribution to the field. I rarely focused my attention on the depth of content in the literature review and struggled to explain issues within the methodology. To this day, I often wonder what the editorial team must have been thinking as they read through my reviews of manuscripts.

In Fall 2021, I applied and was chosen for an editor position with the journal. In those first initial meetings, I felt a sense of imposter syndrome. There were so many conversations surrounding topics I didn’t understand that I felt lost and like I did not belong. I knew I had a lot to learn from the amazing editorial team in place. Through patience, observing, and paying attention to those around me, I felt myself gain more confidence in the publishing world. Within six months of being on the editorial board, I began teaching and mentoring newer editorial members to help them grow in the field.

My experiences with Current Issues in Education have allowed me to have a better understanding of the publishing process and helped build my confidence as a practitioner-researcher. I am now able to apply the perspectives of a journal editor, reviewer, and author to my own research and publications. Since joining the team, I have published two articles, with one pending publication, applied to be part of other review boards, and completed my dissertation. I am so thankful for the opportunity that Arizona State University has provided me through working with Current Issues in Education.

I am very proud to present the December 2022 Issue. 

In Teacher Collaboration and Instruction for Social-Emotional Learning: A Correlational Study, Leonard and Woodland conducted a quantitative study to examine the relationship between teacher collaboration and the use of instructional practices that support social-emotional learning (SEL). The authors found a statistically significant relationship between the frequency of teacher engagement in higher-intensity “student-facing” collaborative actions.

In Teacher-Preparation Programs and Trauma-Informed Teaching Practices: Getting Students to CHILL, Bailey presents self-regulation strategies to help teachers and students address their own social and emotional needs. CHILL is an easy-to-implement five-step process designed to reduce tension in moments of crisis and create the conditions whereby students are prepared to reengage with instruction, both with the teacher and with the class. 

Finally, in Is Consistency Possible? Course Design and Delivery to Meet Faculty and Student Needs, McMullan, Williams, Ortiz, and Lollar explore the needs of nursing students and faculty to determine an effective course design that leads to student achievement of course outcomes. The authors found that students find value in consistent course design and technology implementation to aid in content delivery.

Signing off,
Dr. Blair Stamper
Managing Editor, on behalf of the CIE Editorial Team

Published: 2022-12-12

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