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Editorial articles on current issues

editorial articles on current issues

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 doctoral students of the Mary Lou Fulton Teachers College and publishes articles on a broad range of education topics that are timely and have relevance in the field of education both nationally and internationally. We seek scholarship that tackles issues facing our field at new levels and in new ways.

The mission of the journal is to advance scholarly thought by publishing articles promoting dialogue, research, practice, and policy as well as developing a community of scholarship. We are currently accepting three types of articles; research studies, literature reviews, and action research.

Research studies should include the theory and previous research that provides a conceptual framework for the problem of interest, a methods section that describes the procedures involved in executing the study, a results section that presents evidence relevant to the purpose of the study, and a discussion section that relates to the research and theory presented in the introduction and discusses the implications and limitations of the results.

Examples include, but are not limited to: experimental, quasi-experimental, narrative, ethnography, case studies, and mixed-methods designs.

A literature review should clearly indicate the educational relevance of the problem being presented. It should also present a new perspective of the current theory and previous research for expanding the knowledge of the problem space. Finally, it should contribute to the extant literature on the topic thus advancing the current corpus of educational science.

Examples include, but are not limited to: literature reviews, meta-analyses, theoretical platforms.

Action research should clearly demonstrate a disciplined inquiry that includes procedures, measures, and outcomes. Reflection upon these should be demonstrated by the practitioner to highlight the efforts that improve practice through scientific approaches. Evidence of rigor and systematic procedures that inform decision-making for the improvement of the focus problem should be clearly stated. The work should help bridge the gap that lies between research and practice.

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 Issue 19.3

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 [email protected] 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


Teachers College Doctoral Council

Posted: 2016-09-01

Editorial: Welcome to Issue 19.2

Dear readers, authors, and contributors to Current Issues in Education,

We welcome you to our Summer Issue 19(2). This will be the last issue before a new journal leadership will implement the previously announced restructuring of Current Issues in Education’s organization, focus, and scope. As pointed out in our Spring Issue announcement, we continue to be under a submission hiatus, which we expect to end in August 2016. This means that we currently are not accepting manuscript submissions.

The restructuring initiated by the Mary Lou Fulton Teachers College (MLFTC) includes a variety of changes concerning the journal’s structure and mission, which we believe will result in improvements for all journal stakeholders. Most prominently, the journal will be guided by a new editorial/supervisory board consisting of MLFTC faculty members and one doctoral student from each of MLFTC’s doctoral programs. This committee will also select the new editorial leadership. Further, the journal’s focus and scope journal will correspond to MLFTC’s three doctoral programs: educational policy and evaluation; learning, literacies, and technologies; and action research. This means that starting in Fall 2016, CIE will accept submissions to these three areas of focus:

1) Educational policy and evaluation articles that document both the directly instrumental and symbolic nature of educational policy and practices.

2) Learning, literacies, and technologies articles that explore critical issues in how people learn, the context for developing literacies, and the roles of technologies in educational settings. This area also includes investigations of effective pedagogical perspectives and methods.

3) Action research articles, i.e. studies of educational change in education settings that are grounded in action research methods as well as methodological pieces about the use of action research in education.

The changes resulting from CIE’s restructuring are now reflected in the appropriate places on our website; however, continued updates to the journal’s policies are likely to be made this coming Fall, so be sure to check our policies or email us directly at [email protected]

As before, articles missing from the archives will be made available over the coming months and availability can be accelerated upon request – please email us at [email protected] for any requests and questions regarding the archives.

As always: Happy reading and thank you for your contributions to and interest in CIE!

Constantin Schreiber

Executive Editor

[email protected]

Posted: 2016-05-22 More...

Editorial: Welcome to Issue 19.1

Dear readers, authors, and contributors to Current Issues in Education,

Welcome to the calendar year 2016 and thus Issue 19 of CIE. Our Spring Issue 19(1) has just been opened and will once again feature a diversity of publications from a variety of fields in education research. While we currently have a submission hiatus in place until August 2016, we continue to review manuscripts that were submitted before the hiatus and publish accepted manuscripts. This practice will continue for 19(2), our summer issue, as well.

The current hiatus is part of a larger restructuring of Current Issues in Education initiated by the Mary Lou Fulton Teachers College, which we believe will result to improvements for all stakeholders in the journal: First of all our readers, authors, and reviewers, but also for editors, i.e. doctoral students, journal advisors, and Mary Lou Fulton Teachers College administrators, faculty, and staff. More details about the changes will be announced as the restructuring process develops.

Articles missing from archives over the coming months and availability can be accelerated upon request. We will provide updates here concerning both availability of archives and the restructuring of the journal, but please also utilize our social media to stay up-to-date with CIE:

Facebook: https://www.facebook.com/cieasu

Twitter: https://twitter.com/cie_asu

As always: Happy reading and thank you for your contributions to and interest in CIE!

Constantin Schreiber

Executive Editor

[email protected]

Posted: 2016-03-01 More...

Vol 20, No 1 (2017)

Table of Contents


Hyunjung Cho, Cynthia Lee Pemberton, Beverly Ray

Amanda Borton Capina, Gregory Bryan

Maria Banda Roberts, Federico R Guerra


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