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Found 12 items.
  • TeleNGAGE: Enhancing Collaboration Between Families and Schools

    Katherine Curry, Ed Harris, Jentre Olsen, Rachel Kim, Dominic Egure
    2023-02-08
  • Teacher Collaboration and Instruction for Social-Emotional Learning: A Correlational Study

    Ann Leonard, Rebecca Woodland
    2022-12-12
  • Comprehensive Literacy Instruction within Classroom Contexts: Teachers’ Perceptions of Best Practices for Literacy

    Jennifer Manak, Chelsey Bahlmann Bollinger , Courtney Shimek, Jennifer Barrett-Tatum, Debra K. Wellman
    2022-10-21
  • Is Consistency Possible? Course Design and Delivery to Meet Faculty and Student Needs

    Dr. McMullan, Dr. Williams, Yolany Lagos Ortiz, Dr. Lollar
    2022-12-12
  • Students’ perceptions of team learning across teaching frameworks and settings

    Sarah K. Guffey, Christopher W. Parrish, David S. Williams
    2021-12-07
  • Curriculum, Aesthetics, and Social Justice: From the Common to the Exceptional

    Alicia Saxe, Jodie Wilson
    2021-05-18
  • Teacher-Preparation Programs and Trauma-Informed Teaching Practices: Getting Students to CHILL

    Stacy Bailey
    2022-12-05
  • More than a babysitter: Looking back on an effective summer enrichment program

    Benterah C. Morton, Kelly O. Byrd, Elizabeth Allison, André M. Green
    2021-12-07
  • School Curriculum in the News: Black Lives Matter and the Continuing Struggle for Culturally Responsive Education

    Abe Feuerstein
    2022-05-04
  • Introduction: Shaping the Futures of Learning in the Digital Age

    Samantha Adams Becker, Sean M. Leahy, Kim Flintoff, Ben Scragg
    2020-06-18
  • Undergraduates’ Learning on Elementary School English Education through Problem Based Learning in Scenario Analysis

    Chin-Wen Chien
    2020-04-30
  • Using Certificates to Engage Faculty in Professional Development

    Heather McCullough, Kim Buch
    2020-06-18
1 - 12 of 12 items

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Journal Summary

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. 

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