Current Issues in Education: Announcements
Exciting News! We're thrilled to announce that the Current Issues in Education (CIE) submissions portal is now OPEN! After a brief summer pause at Arizona State University, we're back and ready to read your insightful manuscripts. We look forward to receiving your contributions! Thank you for submitting your work to our journal.
Summer Break - Submission Portal Now Closed!
Call for Research Papers: Gradient Voices in Education
Special Issue Title: Gradient Voices in Education: Narratives, Life Stories, and Autoethnographies on Race, Language, and Identity NEW ABSTRACT DEADLINE: March 8, 2025 (11:59PM MST) Guest Editors: Tipsuda Chaomuangkhong, Arizona State University, tchaomua@asu.edu Dr. Jaclyn Naster, Basehor-Linwood Middle School, jnaster@usd458.org Special Issue Information: In a time where Critical Race Theory and Social-Emotional Learning bans have been enacted or proposed across over 18 states (Sawchuk, 2021), it is more important than ever to highlight the rich diversity of voices that contribute to educational spaces. This issue will amplify stories that emphasize the ongoing need for equity, inclusion, and support for marginalized communities in education (Yosso, 2005). The Current Issues in Education journal invites submissions for a Special Issue focused on life stories and narratives of individuals with layered identities in education. This issue aims to highlight the voices of marginalized groups—including, but not limited to, people of color, bilingual individuals, immigrants, first-generation students, Queer individuals, women, and mothers—to explore how their unique experiences shape learning, teaching, and educational practices. Qualitative inquiry is a powerful tool for understanding how race, language, and identity intersect within the personal and professional experiences of educators, students, parents, and community members (Adams et al., 2015; Ellis et al., 2011). This Special Issue will create a platform for these lived experiences, offering insights into resilience, identity formation, and the challenges of navigating educational spaces shaped by systemic inequities (Crenshaw, 1991). This publication welcomes a variety of writings beyond the traditional qualitative methods in order to provide access to the varied voices that exist beyond academia. Scope and Topics This special issue seeks diverse contributions that delve into the complexities of education as influenced by race, language, and identity. We welcome papers that address, but are not limited to, the following topics: Narratives and Life Stories: Exploration of personal and collective stories that reveal the impact of race, language, and identity on educational experiences. Autoethnographies: Self-reflective writings (e.g., personal essays, life stories) that illuminate individual experiences within cultural, social, and institutional contexts. Racial and Linguistic Diversity: Studies on how racial and linguistic diversity shape educational environments and learner outcomes. Identity Formation: Investigations into how educational settings contribute to the development of personal, cultural, and linguistic identities. Challenges and Opportunities: Analyses of challenges faced by marginalized groups and potential strategies to create more equitable educational practices. Submission Guidelines: Abstract Submission (200-250 words) New Deadline: March 8, 2025 (extended) Full Manuscript (5,000-8,000 words) Submission Deadline: July 15, 2025 Publication Date: September 30, 2025 We encourage submissions that draw from personal stories, narratives, and reflective inquiries to explore how layered identities impact education. All submissions should be made through the submission portal at https://cie.asu.edu/ojs/index.php/cieatasu/index. Please refer to the Guide for Authors, updated as of September 30, 2024. (Note: Please disregard the prompt requesting a full manuscript submission. At this stage, only submit an abstract for consideration in the special issue). For inquiries, contact: Tipsuda Chaomuangkhong (tchaomua@asu.edu) References: Adams, T., Jones, H., & Ellis, C. (2015). Adams, T., Holman Jones, S, and Ellis, C. 2015. Autoethnography: Chapter 1, Oxford University press. Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241. https://doi.org/10.2307/1229039 Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An Overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 1. https://doi.org/10.17169/fqs-12.1.1589 Schwartz, S. (2021, June 11). Map: Where Critical Race Theory Is Under Attack. Education Week. https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06 Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
Summer Break - Submission Portal Now Closed
Greetings, The CIE submissions portal has reopened after the temporary closure during Arizona State University's summer break. CIE will now be accepting submissions until the end of November 2023. All current submissions are under review. The CIE Editorial Team
Summer Break - Submission Portal Closed Temporarily
Greetings, The CIE submissions portal will be closed temporarily during the Arizona State University's summer break. CIE will not be accepting submissions beginning on April 11, 2023, and the portal will reopen on August 17, 2023. All current submissions are now under review. The CIE Editorial Team
Current Issues in Education is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. Please join us as we celebrate the journal's 25th year anniversary. Register today! March 03, 2023 8:00 AM (AZ time) 5 hours Agenda: Opening session Panel with founder editors: Gene V Glass, David Berliner, Gustavo Fishman. Moderated by Audrey Amrein-Beardsley and Derek Thurber. Break Panel with Sabina Leonelli, University of Exeter and founder Editor-in-Chief for the Graduate Journal of Social Science. Moderated by Ivonne Lujano. Open Reviewers Workshop led by PREreview instructors. Moderated by Matt Romkey. Key learning objectives include: Appreciate and reflect on how the legacy of systems of oppression manifests in the peer-review process. Identify, reflect on, and address personal biases and assumptions in peer review Learn best practices to write a manuscript review for a journal or independently to a preprint Access opportunities to participate in the open peer review of preprints and build a public profile as a reviewer. Attendees will receive a certificate. Closing remarks
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: https://kanalregister.hkdir.no/publiseringskanaler/erihplus/periodical/info?id=439677
Special Issue: Student Journals and Editors – Call for Papers
Dear Readers, Greetings from the editorial team at Current Issues in Education (CIE)! As we present the third and final issue of 2021, I want to share about our growth as an editorial team as well as reflect on the year. CIE is one of the longest running open access journals in the field of education, managed entirely by doctoral students - a distinction that is quite rare in the world of publishing. This third issue completes the 22nd volume. The new editorial team came into its own both in terms of its internal workings and external orientation during 2021. In addition to overseeing the peer review and publication of manuscripts, in February, we presented “Open Access is a Matter of Inclusion - Lessons from a Graduate Student Editorial Board” at the Virtual Unconference on Open Scholarship Practices in Education Research, highlighting how our focus on inclusion drives our policies and practices. In October during International Open Access Week, we organized a webinar spearheaded by Ivonne Lujano Vilchis, one of our associate editors. And in between, we continued to organize reviewer training workshops for new reviewers. Internally, the editorial team further streamlined the journal’s policies and procedures. We are especially pleased to announce that our journal has been indexed in the Directory of Open Access Journals (DOAJ). Our efforts are reflected both in the quality and quantity of the submissions we have been receiving over the past year. Volume 22, Issue 3 exemplifies the high standards that we have set for our contributors, readers, and ourselves. The articles in this issue cover a wide variety of topics that are relevant and current in educational research, ranging from in-school to out-of-school educational contexts, from students to teachers, university faculty and administrators, and from learning standards and other cognitive parameters to non-cognitive and affective factors and their role in education. In “More than a Babysitter: Looking Back on an Effective Summer Enrichment Program,” Benterah Morton, Kelly O. Byrd, Elizabeth Allison, and André M. Green document how a standards-based summer enrichment program for elementary students addressed academic opportunity gaps. In the article “Students’ Perceptions of Team Learning across Teaching Frameworks and Settings,” authors Sarah K. Guffey, Christopher W. Parrish, and David S. Williams examine preservice teachers’ perceptions of team-based learning in face-to-face and online teacher education courses with the finding that teams provide important affordances in both contexts. Laura Handler, Teresa Petty, and Amy Good focus on inservice teacher professional development in their article titled “Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification.” They find that there is a complex interaction between several dynamic forces that support effective professional development of teachers. Also, related to the field of professional development is another article titled “Mindfulness in the Professional Lives of K-12 Educators.” In this article, author Emily McRobbie employs an interpretive case study with K-12 teachers to study the effects of a mindfulness-based intervention program. As 2021 comes to an end, the COVID-19 pandemic continues. So do the challenges it poses to education at all levels. Keeping this reality in mind, we introduce the dossier “Education During the COVID-19 Pandemic: Reflections from the Field.'' The current issue carries two articles related to higher education. Care and compassion are highlighted by Grace Inae Blum and Leah M. Dale in their duoethnographic study “Becoming Humanizing Educators during Inhumane Times: Valuing Compassion and Care above Productivity and Performance.” The personal nature of the reflections are well-complemented by the second article in this section titled “Institutional Response to the COVID-19 Pandemic: Faculty and Administrator Experiences.” The authors Narketta Sparkman-Key, Tammi F. Dice and Alexandra C. Gantwhich employ chaos theory to reflect on institutional responses and their findings have significant implications for shaping university culture. We are grateful to you - our readers - for your continued association with the journal and hope that you find the articles informative and insightful. We are also grateful to our contributors and reviewers without whom the quality of the journal could not be possible. Over the last year, we have grown together both as a team and as a journal. It is now time for me to hand over the editorial responsibilities to Ivonne Lujano Vilchis, our experienced and accomplished editor, as I bid adieu as lead editor. Wishing all of you a wonderful break as the new year approaches! Sincerely, Marina Basu Lead Editor | Current Issues in Education On behalf of the CIE editorial team
Dear Readers, The academic year is coming to an end in most parts of the world, and CIE is publishing its second issue of the 22nd volume. While the global pandemic continues to impact education, it remains important to reiterate certain fundamentals of high-quality education, including issues of social justice and equity. As recent racial and health injustices have been yet again highlighted, there is an ongoing need to understand curriculum from diverse and critical perspectives. Another equally significant aspect of education is aesthetic education, as has been emphasized by educational philosophers like John Dewey, Eliot Eisner, and Maxine Green, among others. However, it is yet to receive sustained attention from policy makers and curriculum developers. Decades ago, Green (2001) pointed out that an aesthetic education helps enlarge curricular possibilities in the classroom, through an “active, energetic reaching out” that “combats boredom and banality” (p. 182). Perhaps at no time in our recent history has this been more important than during the present uncertain times of the pandemic. Given this context, authors Saxe and Wilson foreground as well as integrate social justice with aesthetic education. They provide a framework that allows teachers to implement curricular changes using educational criticism and connoisseurship models; their research focuses on the practices of a high school English teacher. The authors contend that such curriculum allows for greater empathy in students and a way for teachers to integrate their beliefs with their curricular practices. Maxine Green also points to the role that an aesthetic education plays in fostering inclusion and diversity, in understanding curricular readings from different cultural perspectives. The second article highlights the issue of diversity through its focus on dual-language education. Kandice Grote and her colleagues show the parallels between two different constructs: growth mindset and bilingual cognition, and they argue that integrating these concepts help build cognitive flexibility, and help us understand cognitive development, especially during early childhood. The third article by Tara Lehan and her colleagues critically review the literature on online doctoral student persistence. While there are rising numbers of online doctoral programs, the authors point out that this remains an understudied phenomenon. They find that institutional factors outweigh individual student characteristics, with a few exceptions. They recommend that greater communication from faculty would help online students feel supported and be part of a community, and thus lead to their successful program completion. Taken together, these three articles in CIE provide rich insights into and way forward for our educational systems, ranging from early childhood to doctoral education. As we temporarily close our submission portal for the summer, we hope that our readers, contributors, and well-wishers find the time to rejuvenate after a long, uncertain, and challenging year. We also gratefully acknowledge the important service rendered by our reviewers. As an editorial team, we plan to return in August with renewed commitment to serving the educational community through publishing high quality research. Sincerely, Marina Basu Lead Editor, on behalf of the CIE Editorial Team References: Green, M. (2001). Variations on a blue guitar. Teachers College Press.
Vol 22 No 1 (Special Issue) Shaping the Futures of Learning in the Digital Age Part 2
This final installment of the ShapingEDU special issue was inspired by the concept of a “sibling” body of work to compliment the first publication installment. The themes of both bodies of work overlap in their calls to action, yet each article stands solidly on their own. Educators, learning designers, and education leaders have felt the responsibility of helping to usher in the right solutions that will spur student engagement, inclusion and success. Eleven articles unpack the various intertwined journeys we must embark on together to bolster digital equity and inclusion, to recognize all forms of learning and to spur an even more harmonious connections between our institutions and the workforce of the future. Enjoy! Special Issue Vol 22 No 1: https://cie.asu.edu/ojs/index.php/cieatasu/issue/view/51
Dear Readers, Welcome to the Fall 2020 issue of our journal – Current Issues in Education. We are a new editorial team, with dreams of enhancing the quality and reach of the journal, and the articles in this issue are evidence that our journey is well underway. We are consolidating our editorial and review processes and policies (i.e. CIE ethics policy). We are also brainstorming for special issues and global outreach as we continue to disseminate high-quality research articles. The current volume of CIE provides diverse perspectives that contribute significantly to the field of educational research. The articles address a wide range of issues: from identity development in beginning urban teachers, to collaboration amongst middle school teachers, to the internationalization of faculty in university settings. Based on research with new teachers, Kate French provides pointers for teacher induction in the context of educating for social justice. Liz Bergeron explores the nuances of collaboration among teachers, identifying a possible relationship between age and teacher beliefs. Based in Chile, Daniela Véliz and colleagues highlight the challenges faced by international academics in striving universities and suggest developing institutional support systems. We look forward to continuing on this exciting journey with you – our authors, readers, reviewers and well-wishers. Thank you for your support. Sincerely, Marina Basu Lead Editor, on behalf of the CIE Editorial Team
Vol 21 No 2 (Special Issue): Shaping the Futures of Learning in the Digital Age
The ShapingEDU community was established in 2018, with a call to action for a global gathering of Dreamers, Doers and Drivers. This diverse group came together and began to form a new vision for the pathways to the future of a more connected and relevant global approach to education. Emerging from this group was the vision that learning and teaching are inherently human activities, and that even in an increasingly digital and regulated world, all learning should support and enhance our development as people, communities, and societies. Over the coming months, we will be releasing the special issue articles in installments that capture specific calls to action for shaping the future of learning in the digital age. This first installment underscores the vitality of humanizing learning, no matter what form it takes. Making learners feel welcome, embracing inclusive practices,and leading with authenticity are core to helping learners thrive. It is in this same spirit that we welcome you, special issue readers, to dream big with us. Special Issue Vol 21 No 2: https://cie.asu.edu/ojs/index.php/cieatasu/issue/view/49
Dear readers, authors, and contributors to Current Issues in Education, The Winter of 2019 and Spring of 2020 arrived with unexpected challenges for all of us. Through these challenges, a steadfast team persisted to relaunch Current Issues in Education. This issue is the result of a sustained community effort and we would like to thank several people who have made this issue possible: Neelakshi Tewari, Education Policy and Evaluation doctoral student for leading the journal through the hiatus and helping to generate community interest around the relaunch. Dr. Stephanie McBride-Schreiner, Scholarly Communications Publication Manager, for her institutional knowledge of the journal and publication support. The Office of Innovation and Scholarship for providing technical support to the journal. Specifically, Dr. Punya Mishra for his enthusiastic support of the relaunch and Dr. Clarin Collins for her assistance with organizing the review-a-thon. Dr. Mirka Koro, Director of Doctoral Programs for providing doctoral student support. Dean Carole Basile for her continuing support of open access scholarship in the college. While the journal was on hiatus, a backlog of manuscript submissions had accumulated. In mid-December 2019, 30 students, faculty, and staff members at Mary Lou Fulton Teachers College volunteered to participate in a one week “review-a-thon.” During this time, manuscripts were sent out for anonymous peer review and reviewers had one week to read and provide feedback. After the week had passed, we held a virtual and in-person review-a-thon where reviewers had an 8-hour window to submit their decisions and feedback. The timely participation was phenomenal. We would sincerely like to thank the review-a-thon volunteers (who are named at the end of this introduction) for their thoughtful and timely feedback. This model worked so well, that we are considering it for a standard review practice moving forward. On the topic of moving forward, we would like to formally introduce the new CIE student leadership team to our readers. We are looking forward to the team working together in the fall to continue the reinvention of CIE. Editors Lead Editor – Marina Basu Consulting Lead Editor – Neelakshi Tewari Section Editors Educational Policy and Evaluation – Ivonne Lujano Vilchis Leadership & Innovation – Renee Bhatti-Klug Learning, Literacies and Technologies – Ananí Vasquez Reviewer Board Monica Kessel Sarah Salinas Helene Shapiro Blair Stamper Melissa Warr For the relaunch, we are also reopening the portal for new submissions. Authors interested in submitting manuscripts for consideration should carefully review the submission checklist and author guidelines here. In this issue you will find four articles from diverse perspectives of education. We would like to thank the authors for their patience and persistence through the submission and review process and appreciate their contributions to open scholarship. Moving forward, this summer you can anticipate articles being released from the special issue Shaping the Futures of Learning in the Digital Age. Then, the next full issue of CIE will launch in Fall 2020. We would sincerely like to thank the authors for their contributions, and thank our readers for their continued interest and support of CIE. Sincerely, Neelakshi Tewari, CIE Editor Leigh Graves Wolf, PhD - CIE Faculty Advisor Josephine Marsh, PhD - CIE Faculty Advisor Review-a-thon Volunteers Kristen Arnold Tara Bartlett Chris Brooks Mary Mathis Burnett William Butler April Camping Jacquelyn Christy Kevin Close Clarin Collins Kelly Davis Ashley Dominguez Sherman Dorn Barbara Fitzgerald Andrea Fossum Norman Gibbs Philip Griswold Monica Kessel Yoonhee Lee Diana Reed Steve Salik Frank Serafini Seungki Shin Theresa Stager Melissa Strong Neelakshi Tewari Jennifer Treptow Patty Violi Melissa Warr Alison Witherspoon Lisa Yanez-Fox
The journal has been on hiatus, however, thanks to the tremendous participation in a fall “review-a-thon” all backlogged manuscripts have been reviewed and we are relaunching the journal at the end of Spring 2020. We are looking to re-establish the student editorial board and the following positions are available: Student Lead Editor: 1 position - 10 hour RA-ship available for qualified students Student Section Editors: 3 students Service terms: 1-2 years We are also looking to grow our pool of student reviewers and will be seeking names of potential reviewers. Here is the link to a recording of the informational meeting - http://bit.ly/CIE-INFO Here is the link to the application form (due March 15th) - http://bit.ly/CIEAPP Please email ntewari1@asu.edu in case of any questions.
Call for Papers: Shaping the Futures of Learning in the Digital Age *** Submission deadline extended to November 1st, 2019! This special issue, Shaping the Futures of Learning in the Digital Age, invites contemporary work from scholars, practitioners, technologists, community members, and students on the futures of learning in the digital age. This issue welcomes submissions from a diverse transdisciplinary field of people, groups, and organizations that are thinking about, researching, designing, and creating the futures of learning. While this special issue includes a public call for papers, it is intentionally targeted to a growing community of “dreamers, doers, and drivers,” otherwise identified as changemakers, from across the world known as ShapingEDU that are looking to shape the futures of education. Founded at the University Technology Office at Arizona State University in 2018, the ShapingEDU community convenes annually to explore identified calls to action. In 2018 the community identified 10 calls to action namely; Promote access and equity Connect education to the workforce of the future Build constellations of innovation Recognize all forms of learning Personalize learning Humanize learning Bolster intergenerational leadership for learning futures Foster immersive learning Innovate artificial intelligence (AI) applications Embed data-driven approaches for student success The topics of submissions to this special issue are anticipated to include, but not be limited to, these themes. For more detailed information on each theme please visit the ShapingEDU website. We welcome a diverse set of submissions: full original research papers, short reports or briefs, review papers, case studies, essays, or methodology papers. Full paper and methodology paper submissions should not exceed 8000 words, all other submissions should not exceed 6000 words (excluding references). The aim of this special issue is to provide a publication venue for the work that individuals and groups such as the ShapingEDU community and others like it are engaging in around the world. With an increasing need to prepare and design for the future, we hope this special issue will serve as the seed to shape the futures of learning in the digital age. For more information see the Special Issue Call for Papers page. We look forward to your submission!
IMPORTANT NOTICE: As you probably know, the past few years, CIE went through a major restructuring and migration to an updated publishing platform which slowed down our processing time significantly. We are currently engaged in a re-structuring and re-envisioning of the journal which is slowing down the process as well. It is for this reason that we will not be accepting any new general submissions until further notice. With respect to your submission, we apologize for any inconvenience these delays may have caused to you. We value your scholarship as well as your time, and do not wish to hold up your publication plans. If you submitted a manuscript between January 2018 and the present, please check your email inbox for additional communication.
Dear readers, authors, reviewers, and other visitors of the CIE website, As we are opening our Fall issue 19(3), the first article in which will be published soon, we are excited to announce more details about the restructuring of the journal: The relationship between the journal and the Mary Lou Fulton Teachers College (MLFTC) has been formalized in a new charter. The implementation of the changes outlined in this charter is spearheaded by the Teachers College Doctoral Council (TCDC). The first step in this process is the creation of a new CIE Advisory Board, which will consist of four MLFTC faculty members and three MLFTC doctoral students, and select the journal's new editorial staff. In October, the Advisory Board and editorial staff members will be announced and the editorial staff will distribute a call for papers for issue 20(1) in the Spring, along with an update regarding submission guidelines and other new policies and procedures. In the meantime, you can find CIE's already revised focus and scope under the policies section of the "About" tab of our website. If you have any questions about the restructuring process, the upcoming call for papers, or other topics, please submit your question(s) using the following Google form: https://goo.gl/forms/IHSi5Acg6A2IXcrp1. The new CIE Editorial Board will contact you with answers and additional information as soon we have finished the restructuring process. In the meantime, authors and reviewers of manuscripts currently in the review or editing processes should continue to communicate with the editors they have been working with. If you are looking for an article from the CIE archives and find it missing, it means that it has not been moved to our new website yet. In this case, please send an email to cie@asu.edu and we will expedite the process of making the article available again. Note that only emails containing questions about the archives and manuscripts currently under review/in editing will be answered when using this email address. Happy reading, Constantin Schreiber Interim Executive Editor Current Issues in Education Dani Kachorsky President Teachers College Doctoral Council
Volume 19.2 CIE Restructuring starting in August: New scope, focus, and policies Submission hiatus until August Archives
Volume 19.1 CIE Restructuring Submission hiatus Archives
Volume 18.2 New Layout Archives Submission hiatus Call for reviewers
Volume 18.2 Archives Social Media Submission hiatus until August 15th Call for Reviewers
Current Issues in Education 2014 Annual Report Dear authors, reviewers, and readers of Current Issues in Education: The 2014-2015 CIE editorial staff would like to thank you and express their gratitude and appreciation to everyone who helped to make our Volume 17 with its three issues in 2014 possible. Current Issues in Education would not exist or function without the commitment of many people who volunteer their time to the everyday procedures as well as the long-term future of the journal. As we transition into the 2015 publication year and prepare to open Volume 18, we would like to reflect on the past year, which was full of changes for the journal. To reflect on and account for the journals development in more detail, we have also decided to expand our annual Highlights to an Annual Report. In the following, you will find information on Overview of Developments Submission and Publication Rates Time to Publication Impact and Visibility Google Analytics Academic Conferences Social Media Indexing Participants Goals for 2015 General Overview of Developments 2014 was a year of marked changes  some planned, some unexpected  for Current Issues in Education. We had to say goodbye to many long-standing members of the editorial staff, among them most notably Executive Editors Melinda Hollis and Elizabeth Reyes, as well as Assistant Executive Editor Kevin Raso, due to graduation and other positive academic reasons. We wish them all the best as they tackle the next steps in their careers. Melinda in particular was invaluable for the journal in her years of excellent leadership, providing stability and continuity, starting new initiatives, and setting a high standard for journal management and professionalism. Constantin Schreiber took over as Executive Editor at the beginning of 2014 and, after the departure of Co-Executive Editor Elizabeth Reyes in August 2014, currently is the only Executive Editor (typically, two Executive Editors work side to side). Constantin and his fellow staff members hope to be able to live up to the example set by Melinda and her colleagues and predecessors. Current Issues in Education experienced significant editorial staff turnover in the first half of 2014 in particular, much of which was due to graduations of long-standing editors and other academic circumstances that are part of the workings of a student-run journal, but some of which was unexpected. The consequence was a shortage of (experienced) staff in the second half of 2014. To consolidate and focus on the already submitted manuscripts, we announced a submission hiatus in September, which was in effect until February 1st, 2015. During this hiatus, the journal did not start working on new submissions and instead focused on the recruitment and training of new editorial staff, as well as a general consolidation of its efforts. Since then, Assistant Executive Editors Anna Montana Cirell and Niels Piepgrass, as well as Authentications Editor Tray Geiger have joined the executive editorial staff. CIE is also very grateful for the continued, excellent service of Lucinda Watson as Copy Editor. The editorial staff in general has undergone almost a complete replacement this past year (80% of the Spring 2014 editorial staff left and was replaced), which bodes well for the future of the journal as many of the new editors might stay with the journal for years and thus will be able to provide new insights as well as continuity. Administratively, the journal has joined a new initiative within Arizona State University ASU), the exXchange Scholarly Communications Group (SCG), which serves all the journals run out of the Mary Lou Fulton Teachers College at ASU. An example of this support is that SCG currently provides social media services for CIE. In the summer of 2014, the website of Current Issues in Education also moved to a new server. This was a positive move looking at the long-term development of the journal, but it also caused problems with our Archives, which are still in the process of being restored after many technical issues and delays. We expect our Archives to be restored fully, or at least as much as possible, by May 2015. Submission and Publication Rates The following data reflects information on publications, submissions, and acceptance rates for CIE in 2014: We published three issues in volume 17 (2014), in which 17 articles were published. 143 manuscripts were received. The acceptance rate among manuscripts for which final decisions were made in 2014 was 19%. 41 manuscripts are currently under review (as of February 2015). Time to Publication With the hard work and support of our editorial staff and our dedicated peer reviewers, we have been able to provide the following time to publication data in 2014: 3-14 day average for internal review 115-day average for blind peer review (from initial submission date to author contact with first round manuscript decision and reviewer feedback) 260-day average time to publication (from initial submission through blinded review, revisions, second review, and publication) Please note that due to the significant staff turnover, time to first round decision/publication numbers in 2014 were lower than in average years: In 2013, we had a 70-day average for blind peer review and 167-day average time to publication. With increased and trained staff, we expect to get back to or at least close to these numbers in 2015. In addition to the hard work of the editorial staff, also reflects our efforts to welcome more peer reviewers to join us in the challenging and important work that we do at CIE. We will continue to reach out to potential peer reviewers who serve as faculty members at both national and international universities. Impact and Visibility Google Analytics The CIE website experienced an average of 6,729 unique visitors per month, 86.4% of which were new visitors, while the remaining 13.6% were returning visitors. The majority of CIEs readers are accessing the site from the United States (58%). Other larger groups of readership come from countries all over the world, including The Philippines, India, Malaysia, the United Kingdom, Australia, Canada, Pakistan, Indonesia, Iran, Turkey, China, South Africa, Kenya, Nigeria, Spain, The Netherlands, Germany, Hong Kong, Greece, Brazil, Singapore, Israel, Mexico, Thailand, Japan, Saudi Arabia, South Korea, Russia, and others. Academic Conferences In 2014, CIE Executive Editors represented the journal at two conferences: First, in March 2014, Constantin Schreiber presented at the Comparative and International Education Societys (CIES) 2014 annual meeting in Toronto, Canada, by organizing a panel discussion with other journal editors under the title How to publish and get published: An introduction to working with and for open access and/or student-run journals. Then Constantin Schreiber and Elizabeth Reyes participated in the Journal Talks at the American Association for Educational Researchs (AERA) annual meeting in Philadelphia, PA and attended a meeting with other editors from student-run journals to exchange experiences and perspectives. Social Media We regularly share links to newly published CIE articles and other important journal news on Facebook and Twitter. Follow us on http://www.facebook.com/cieasu and @CIE_ASU. You can also find us on Academia.edu: http://asu.academia.edu/CurrentIssuesinEducationCIE. We hope that social media will continue to help attract readers, authors, and reviewers to CIE. Indexing Since 2012, CIE has been indexed in all of the following directories: Cabells Directory of Publishing Opportunities (Educational Psychology and Administration) Directory of Open Access Journals Educational Research Abstracts Online Education Research Global Observatory EBSCOhost ERIC Genamics JournalSeek H.W. Wilson SCImago Journal Ranking Ulrichs Periodicals Dictionary Participants Registered Users, Readers, and Reviewers Over the course of the 2013 publication year, we increased our number of registered readers by 383 subscribers and our number of registered users by 418 to 2,749 total. It is worth noting here that you do not have to be a registered user to read the articles that CIE publishes. We also increased the number of reviewers who volunteer to serve in the blind review process and currently have about 1,700 registered peer reviewers in our database. If you have not already done so, we invite and encourage you to register on CIE's website to join in our scholarly work in the 2015 academic year. If you are interested in serving CIE as a peer reviewer you can also contact the Spring 2015 Executive Editor, Constantin Schreiber, at cie@asu.edu. Goals for 2015 We will continue to publish articles on a revolving basis (i.e., they are published as soon as they are ready for publication after the peer review and editing processes) and produce one volume per year and three issues per volume. Issue No. 1 spans the ASU Spring semester (January  May). Issue No. 2 spans the ASU summer months (May/June  August/September). Issue No. 3 spans the ASU Fall semester (August/September  December). We will also continue to add new editorial staff with the goal of being back at 2013 numbers by the time Volume 17.3 is published. Given the new editorial staff and the potential addition of more editorial staff, we aim to lower the average time for peer review and average time to publication to 2013 levels or better. In an effort to continue to recruit top reviewers, we will review our reviewer data base and recruit new reviewers, particularly for research areas of high need for the journal. Another key goal is to fully restore the CIE archives, which were misplaced after moving to a new server this past year. The journal also aims to improve the way in which it measures its impact with the goal of providing more comprehensive and detailed statistics on users, readers, downloads, and other useful information in the 2015 Annual Report. CIE will also again be represented at the AERA Journal Talks, this time in Chicago, IL and a pre-conference journal session with other journal editors. Finally, we plan to increase CIE's visibility further by improving the dissemination of information about our journal to the Mary Lou Fulton Teachers College community locally and to academic research globally, particularly through the increased use of the services of the edXchange Scholarly Communications Group and the development of our use of social media and other means of online outreach. To conclude, we once again extend our thanks and appreciation to all of the authors, reviewers, readers, graduate staff, volunteers, faculty, and support service personnel who dedicated their time and expertise, to Current Issues in Education. We thank you all for your continued support of and are looking forward to an outstanding 2015 publication year! *This report was compiled by Executive Editor Constantin Schreiber to document the development of Current Issues in Education in the 2014 publication year (Volume 17) and to outline the target trajectory in 2015 (Volume 18). Please direct any questions to cie@asu.edu.
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 15, 2014. We will continue or start the review process on all manuscripts submitted before May 1, 2014 based on section editor availability.
We have just published the first three papers of Volume 17.1 and we are looking forward to publishing several more this spring.
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everyone who helped to make our 2013 publication year possible. Current Issues in Education would not exist or function without the remarkable commitment of many people who labor regularly behind the scenes to ensure the current flow and plan for the future of our journal. And so, as we transition into the 2014 publication year and prepare to open Volume 17, Issue 1, we would like to commend the dedicated and collaborative efforts that made all three issues of Volume 16 a success. We therefore extend our thanks and appreciation to all of the authors, reviewers, readers, graduate staff, volunteers, faculty and support service personnel who graciously offer their time, expertise, and support to all of us here at Current Issues and Education. We compiled this report in order to document our progresses and procedures in the 2013 publication year. Visibility Journal Talks Over the years, the staff has found that AERA’s Journal Talks provides a fantastic opportunity to launch further discussion with authors, potential reviewers, and editors of other scholarly, peer reviewed, and open access journals. This year, several members of CIE’s Executive Staff represented the journal at AERA’s Journal Talks in San Francisco (April 2013). Next year, CIE’s Executive Editors will represent CIE at AERA in Philadelphia (April 2014). Registered Subscribers Over the course of the 2013 publication year, we increased our number of registered readers by 594 subscribers. Peer Reviewers The entire graduate staff participated in reviewer recruitment this year, and we therein increased the number of reviewers who volunteer to serve in the blind review process as well. If you are interested in serving CIE as a peer reviewer, please contact the spring 2014 Executive Editors, Elizabeth Reyes and Constantin Schreiber, at cia@asu.edu. Google Analytics Using Google Analytics, we have found: The CIE website experienced on average 11,000 visitors per month (9,500 of them first-time, unique visitors). The majority of CIE’s readers are accessing the site in the United States. Using Google Analytics, we can see that we also have readers in other countries, including the Philippines, India, Malaysia, the United Kingdom, Canada, Australia, Pakistan, Indonesia, Turkey, South Africa, Nigeria, Kenya, China, Iran, Singapore, Germany, Thailand, Hong Kong, Jamaica, Israel, Greece, Mexico, Saudi Arabia, and New Zealand. Indexing Since 2012, CIE has been indexed in all of the following directories: · Cabells Directory of Publishing Opportunities (Educational Psychology and Administration) · Directory of Open Access Journals · Educational Research Abstracts Online · Education Research Global Observatory · EBSCOhost · ERIC · Genamics JournalSeek · H.W. Wilson · SCImago Journal Ranking · Ulrich’s Periodicals Dictionary Social Media With linking capabilities, we regularly share links to newly published CIE manuscripts and other important journal news across social media outlets. It is our hope that social media will continue to help attract readers, authors, and reviewers to CIE. Our presence has increased this year in Twitter, Facebook, and Academia.edu. Twitter—Follow us at: @CIE_ASU Facebook—Visit us at: http://www.facebook.com/cieasu Academia.edu—Follow us at: http://asu.academia.edu/CurrentIssuesinEducationCIE If you have not already done so, we invite and encourage you to register on CIE's website to join in our scholarly work in the 2014 academic year. We plan to increase CIE's visibility further by continually sharing information about our journal with the Mary Lou Fulton Teachers College community at ASU and by reaching out to academic education departments across the globe. Processes and Procedures Time to Publication With the hard work and support of our graduate staff and our dedicated peer reviewers, we are proud to share the following time to publication data from 2013: · 5-10 day average for internal review · 70 day average for blind peer review (from initial submission date to author contact with decision and reviewer feedback) · 167 day average time to publication (from initial submission through blinded review, revisions, second review, and publication) Our short review time also reflects our efforts to welcome more peer reviewers to join us in the challenging and important work that we do at CIE. We will continue to reach out to potential peer reviewers who serve as faculty members at both national and international universities. Submission and Publication Rates The following data reflects information on publications, submissions, and acceptance rates for CIE in 2013: · 190 manuscripts were received · 45 manuscripts were published · 24% acceptance rate · 40 manuscripts are currently under review · We published 3 Issues in Volume 16 of CIE. · We publish articles on a revolving basis and produce one volume per year and three issues per volume. Issue No. 1 spans the ASU Spring semester. Issue No. 2 spans the ASU summer months. Issue No. 3 spans the ASU Fall semester. We thank you all again for your continued support of Current Issues in Education. We are looking forward to an outstanding 2014 publication year!
Education Policy Analysis Archives (EPAA) has just released a special issue on “The Future of Educational Research Journals.” The drive for “world class universities,” and the spread of research quality assessment exercises, foretell a contradictory future for higher education. On the one hand, globalization increases the contact and sharing of information, values, and questions, and it promotes competition. Globalization may thus promote greater productivity on shared research agendas. However, there are unintended consequences in the promotion of a unified language of scholarship (usually English), and the concomitant promotion of certain research journals, which are sometimes even awarded "points" in research assessment exercises. One consequence is that nearly all “ranked” journals are published in N. America and Europe. More worrisome, the drive for "world class" research courts homogenization if non-English literatures, and topics not of world-wide interest, lose out in a publishing regime that rewards “international” scholarship above all else. By awarding lower assessment scores, this classification may discourage local research that is inherently difficult to communicate to English-language readers. 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? About the Journal: Celebrating its 20th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere. Deadline: September 15th, 2013 Publication date: May 5th, 2014 Early submissions are encouraged.
Education Policy Analysis Archives (EPAA) has just released a special issue on “Politics, Policies, and Practices of Coaching and Mentoring Programs”. Under relentless pressure to improve student achievement many states and districts have turned to coaching as a policy lever to catalyze instructional change. With the intent of improving instruction, coaching is used as a lever to increase teachers’ knowledge and skills related to a reform. In many coaching initiatives, coaches are uniquely positioned as intermediaries in the education system. At the district-level, coaches interact with central office administrators around instructional materials, testing, and budgetary issues. At the school-level, coaches can support teachers inside and outside of their classrooms. As instructional leaders, coaches and mentors help set a vision for instruction at their site and often play a role in managing student data. More research is needed on the policies structuring coaching and mentoring programs, as well as the implementation of these programs. We lack an understanding of coaches’ role in the dynamics of change, including how their position as intermediaries influences their reform work. We know little about the relationship between forces from the macro-level and coaches or the relationship between coaches’ power and position and their interactions with teachers. Furthermore, more empirical studies are needed that compare the implementation of various coaching models and that consider how a single coaching model is enacted across multiple contexts. Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring coaching with the goal of speaking to policymakers, reformers, and educators and will contribute to broader discussions about the potential of policy levers to improve classroom practice and educational outcomes. Research papers using interdisciplinary or mixed media (images/audio/video clips) formats are highly encouraged. About the Journal: Celebrating its 20th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. Please submit to the “Special Issue” section. We will not consider manuscripts submitted for publication or published elsewhere. Deadline: December 1, 2013 Publication date: June 2014 Early submissions are encouraged. Guest Editor: Sarah L. Woulfin sarah.woulfin@gmail.com
Dear authors, reviewers and readers of Current Issues in Education: On behalf of the 2013 CIE editorial team, we want to thank you all for contributing to an outstanding publication year in 2012. The purpose of this highlights report is to thank all of the people who make our publication possible and to share some of CIE's process and publication information from 2012. As we transition into the 2013 publication year and prepare to open Volume 16, Issue 1, we would like to acknowledge the hard work and collaborative efforts that make CIE possible. We therefore extend thanks and appreciation to all of the authors, reviewers, readers, graduate staff, faculty and support service personnel who contribute their time, expertise, generosity, and consideration to all of us here at CIE. At the end of this report, we’ve included a full list of internal staff and external reviewers who have served CIE throughout the year. We are indebted to their service and are extremely thankful for their outstanding support. Here are some highlights from 2012: Visibility This year, several members of the Executive staff represented CIE at AERA’s Journal Talks in Vancouver (April 2012). CIE will return to AERA and Journal Talks in the spring of 2013 in San Francisco. We’ve found that Journal Talks provides a fantastic opportunity to commence discussion with authors, potential reviewers, and the editors of other scholarly, peer reviewed journals. Journal Talks is also a great space in which to discuss the benefits of publishing in and reviewing manuscripts for open access journals like CIE. Over the course of this past year, we have increased our number of registered users by 554 subscribers, and we now have over 2,200 subscribers total. We have also greatly increased the number of reviewers who volunteer to serve in the blind peer review process. Registration and reviewer counts provide just one way for us to gauge the growth of our visibility and publication as a whole. As a completely free, open access journal, anyone can browse, read, and download the articles published on the CIE website. Therein, we have begun to utilize Google Analytics to graph trends in terms of website access and readership. Using Google Analytics, we have found: · The CIE website received between 9,000 and 14,000 visitors per month this year, 83% of whom are unique visitors. · Most of our readers are accessing the site in the United States. We also have readers in nations like the Philippines, India, Malaysia, the United Kingdom, Canada, Pakistan, Australia, Indonesia, Turkey, Kenya, Tunisia, Jamaica, China, Hong Kong, Nigeria, Germany, Thailand, and Greece. Indexing Progress CIE is now indexed in all of the following directories: · Cabells Directory of Publishing Opportunities (Educational Psychology and Administration) · Directory of Open Access Journals · Educational Research Abstracts Online · Education Research Global Observatory · EBSCOhost · ERIC · Genamics JournalSeek · H.W. Wilson · SCImago Journal Ranking · Ulrich’s Periodicals Dictionary We will continue to work with indexing institutions to make our author’s work most accessible across scholarly indexes. Technology Updates Our website received an update and a new look this year. We worked to increase the accessibility of our authors’ work and allow readers to download and read published articles on their mobile devices with ease. Since we adapted the website for mobile use in September of 2012, we’ve found that approximately 8% of our readers are accessing the site with mobile devices like smart phones and tablets. Social media has helped us help attract readers, authors, and reviewers to CIE to share in the wide range of remarkable scholarship that we publish. With linking capabilities, we now share links to newly published CIE manuscripts and other important journal news via Twitter and our new Facebook and Academic.edu pages simultaneously. Twitter—Follow us at: @CIE_ASU Facebook—Visit us at: http://www.facebook.com/cieasu Academia.edu—Follow us at: http://asu.academia.edu/CurrentIssuesinEducationCIE If you have not already done so, we invite and encourage you to register on CIE's website to join in our scholarly work in the 2013 academic year. We plan to increase CIE's visibility further by continually sharing information about our journal with the Mary Lou Fulton Teachers College community at ASU and by reaching out to academic education departments across the globe. Time to Publication With the hard work and support of our graduate staff and our dedicated peer reviewers, we are proud to share the following time to publication data from 2012: · 5-10 day average for internal review · 56 day average for blind peer review (from initial submission date to author contact with decision and reviewer feedback) · 170 day average time to publication (from initial submission through blinded review, revisions, second review, authentications, copyediting, layout, proofreading, and publication) Our short review time also reflects our efforts to welcome more peer reviewers to join us in the challenging and important work that we do at CIE. We will continue to reach out to potential peer reviewers who serve as faculty members at both national and international universities. If you are interested in serving as a peer reviewer for CIE in 2013, please register as a reviewer here. Scholarship The following data reflects information on publications, submissions, and acceptance rates for CIE in 2012: · 218 manuscripts were received · 61 are currently under review · 34 manuscripts were published, reflecting the work of 61 authors from 41 universities · 21.5% acceptance rate (down from 30% in 2011) · We published 3 Issues in Volume 15 of CIE. · We publish articles on a revolving basis and produce one volume per year and three issues per volume. Issue 15.1 spans the ASU Spring semester. Issue 15.2 spans the ASU summer months. Issue 15.3 spans the ASU Fall semester. We thank you all again for your continued support of Current Issues in Education. We are looking forward to an outstanding 2013 publication year! We have all of the following staff and reviewers to thank for their service in 2012: 2012 CIE STAFF Joy Anderson Hillary Andrelchik Meg Burke Laura Busby Michelle Crowley Dr. Gustavo Fischman Evan Fishman Catherine Gay Ayfer Gokalp David Hernandez-Saca Kathleen Hill Melinda A. Hollis Monica Keyes Sultan Kilinc Younsu Kim Lisa Lacy Victoria Lucero Bonnie Mazza Dr. Jeanne Powers Stephanie Quintero Elizabeth Reyes Rory O’Neill Schmitt Melisa Tarango Andrew J. Thomas Lucinda Watson 2012 CIE REVIEWERS Aarti Ajaj John Ameer Derek Anderson Kenneth Anthony Shannon Audley-Piotrowski Gonzalo Bacigalupe Mona Bapat Nancy Baptiste Brian Barber Oliver Bateman Alfredo Bautista Pena Bedesem Lisa Bertrand Russell Binkley Yasur Bodur Lori Boyland Katherine Broton Leticia Burbano de Lara Jamie Burke Peter Burke Kathryn Byrnes Rubin Caceres David Carlson Stacy Carter Guadalupe Chavez Caroline Chiccarelli Kathleen Clark John Collins Kim Creasy Hazel Crichton Maureen Cronin-Wmscornelius Michelle Crowley Mariana Cruz Debbie Dailey Mae Daniel Kathryn Degner Lisa D'Souza Susan Drake Gulay Dalgic Paula Dawidowicz Lenay Dunn Mary Erickson Scott Fellows Lisa Finnegan Ericka Fisher Jason Fitzgerald John Freeman Clayton Funk Sonya Gaches Andrew Gardner Dennis Garland Monir Georgi Maureen Gerard Amy Golden Frances Gonzalez-Garcia Allison Gunter Caroline Hagen Doug Hamman Bonnie Hamwi Patricia Hanna Jana Hanson Jaleh Hassaskhah Kenneth Hayes Elizabeth Hinde Mary Hood Julian Horton Amy Hsu Christa Jackson George Jawuor Barbara Johnson Leman Kaniturk Kose Kristina Kaufman Matthew Kenney Denis Khasu BJ Kimbrough Phillips Koh Ravinder Koul Matt LaPlaca Diana LaRocco Abigail Larrison William Lee Yeonjoo Lee Xiabin Li Su Liang Yung-Wei Lin Miguel Lopez Twila Lukowiak Erik Malewski Helen Malone Robert Marino Sherry Marx Patricia Mason Cynthia McCormick Erica McDonald Lila McDowell Kyann McMillie Richard Mehrenberg Tynisha Meidl Mark Minott Barbara Moody Tonya Moon Diane Myers Elizabeth Nagel Debbie Nicholas Chase Nordengren Leigh O'Brien Sinan Olkun Evan Ortlieb Murat Oztok Sangeeta Pant Michelle Peters Michelle Prytula Chang Pu Scot Rademaker Beverly Ray Jan Ray Maria Reyes Sydney Richardson Andree Robinson-Neal Dana Rolison Erin Rooney Chloe Ruff Muhammed Sarwar Takahito Sawada Christine Schnittka Ashok Sharma Jill Smith William Smith Sharon Stevens Jean Stockard David Stoloff Angela Stone-MacDonald Martha Strickland Bruce Strom Susan Szabo Katalin Szelenyi Kim Tabari Judy Tang Bill Thornton Christine Tinner Aaron Toscano Paul Turton David Velky Elaine Wang Susan Weinstein Amy White Regina Williams Kathleen Winterman Kaya Yilmaz
We will continue publishing new manuscripts throughout this semester. We extend thanks to our authors and staff for all their hard work.
Greetings! We are pleased to announce the publication of Volume 15, Issue 2. Please click on "Current" in the toolbar above to read the thirteen remarkable articles that are published in our most recent issue. We want to extend a big thanks to the summer staff and the authors for all of their hard work over the past few months. This is truly a great issue.
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The purpose of this update is to share some of CIE's highlights from 2011 and discuss our plans for 2012. As we transition into the 2012 publication year with a new executive staff, we would like to acknowledge the hard work and collaborative efforts that make CIE possible. We therefore extend thanks and appreciation to all of the authors, reviewers, readers, graduate staff, faculty and support service personnel who contribute their time, expertise, generosity, and consideration to all of us here at CIE. If you have not already done so, we invite and encourage you to register on CIE's website to join in our scholarly work in the 2012 academic year. Here are some highlights from 2011 and some of our plans for next year. Visibility: Over the course of this past year, we have increased our number of registered users, and we have worked hard to reach more readers and authors as well. To increase the visibility of our journal and to generate more interest in the scholarly activities that take place through CIE, we are now maintaining a CIE Twitter account: Twitter@CIE_ASU. Since the inception of the Twitter account in 2011, we have gained and continue to gain a following via social networking. We update Twitter to reflect the progress of our journal and to inform our followers of upcoming publications and other important journal happenings. Executive staff from 2011 also attended the Journal Talks session at AERA in New Orleans last year to provide information, increase visibility and answer questions about our journal. The executive staff for 2012 will continue this tradition by representing CIE in Vancouver in April. We plan to increase CIE's visibility further by continually sharing information about our journal with the Mary Lou Fulton Teachers College community at ASU and by reaching out to academic education departments across the globe. Further, we have and will continue to improve our presence in scholarly indexes. By the end of the Spring 2012 semester, we plan to have all of our archived articles (1998-present) re-formatted and available via PDF on EBSCOhost. We believe this is only just the beginning of reaching the scholarly community in a more transparent and accessible way. Publication Processes: We are proud to report that in comparing our publication process from 2010 to that in 2011, the time duration of the review process has decreased dramatically. This is indicative of the hard work and support of our graduate staff and our dedicated peer reviewers. The decreased review time also reflects our efforts to welcome more peer reviewers to join us in the challenging and important work that we do at CIE. We will continue to reach out to potential peer reviewers who serve as faculty members at both national and international universities. Likewise, the length of the publication process for accepted articles between 2010 and 2011 has decreased as well. As we begin the 2012 journal year with the first article for our 15th volume of Current Issues in Education, we will continue to work hard to streamline the review and publication process so that the important work that we publish reaches interested audiences more quickly and efficiently. Here are some other key highlights from the 2011 publication year: Scholarship: We published 44 new articles. 83 scholars were published in CIE. 102 submissions were not accepted for publication, representing a 30% acceptance rate. CIE is present in the Directory of Open Access Journals and has been since 1998. EBSCOhost is in the process of adding CIE to its catalogue, including re-formatted articles from 1998-present. Processes and Procedures: We published 3 Issues in Volume 14 of CIE. We publish articles on a revolving basis and produce one volume per year and three issues per volume. Issue No. 1 spans the ASU Spring semester. Issue No. 2 spans the ASU summer months. Issue No. 3 spans the ASU Fall semester. We updated the appearance of our published articles, opting for a more sleek, professional look. We added additional authentications checks to our publication processes, ensuring greater integrity of scholarship. On average, authors received notification of acceptance/rejection 65 days after submitting their manuscripts. The average time between submission, revision, and publication is 85 days. We thank you all again for your continued support of Current Issues in Education. We are looking forward to an outstanding 2012 publication year!