The Journal of Curriculum and Instruction (JoCI) is a peer-reviewed, open access journal that provides a forum for the dissemination of articles focused on research, practice, and related issues relevant to teaching and learning in the Pre K-12 environment. The journal is published semi-annually around themed issues.
The audience for this journal includes higher education faculty, Pre K-12 teachers, graduate students in education, pre-service teacher education candidates, school administrators, and educational policymakers with an interest in curriculum and instruction. Themes are chosen in an effort to identify common threads across content areas related to curriculum and instruction. Contributors to the journal include researchers and practitioners from Pre K-12 schools, colleges, and universities.
Statistics, as recorded by Google Analytics, report that between August 1, 2007 through October 21, 2011 JoCI received
- 54,438 visits, by 29,083 unique visitors
- 254,897 page views
- 71.64% new visits
- 54,438 visits came from 166 countries/territories
- 38,464 (70.66%) came from the United States.
The acceptance rate for nine issues of JoCI is 15.0%.
The journal contains three distinct sections for author submission:
Research Forum – This peer-reviewed section includes empirical and action research, case studies, qualitative research, research reviews, reviews of the literature, empirically-based position papers, and policy analyses. Manuscripts are evaluated on the basis of their innovation, quality of scholarship, and contribution to the field of curriculum and instruction.
Practitioner’s Platform – This peer-reviewed section includes practical and descriptive articles that are evaluated on the basis of their innovation, quality of professional writing, and contribution to the field of curriculum and instruction. An emphasis is placed on publishing those articles providing clear and replicable examples of research-based practice applied in Pre K-12 settings. While a detailed literature review and analysis of underlying theory are not required for such articles, manuscripts for this section must describe a literature-supported practice and provide citations that document the relevant literature.
Perspective - This section includes peer-reviewed commentaries or articles describing research-supported perspectives related to issue themes. Innovative approaches and ideas are particularly appropriate for this section.
