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About JoCI

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 and open 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 May 8, 2014, JoCI received

  • 97,408 visits
  • 442,482 page views
  • 72.84% new visits
  • 33.17% of the visits came from 179 other countries/territories
  • 65,100 came from the United States.

The current acceptance rate for JoCI is 14.8%.

All manuscripts are peer-reviewed and are evaluated on the basis of their innovation, quality of scholarship, and contribution to the field of curriculum and instruction. Submissions are accepted for the following journal sections:

Research Forum

Quantitative, qualitative, and mixed methods research studies. Literature reviews are current and focused on research questions. Methods sections include detailed descriptions of participants, instruments, and procedures. Discussions draw conclusions from extant literature and research findings and state implications for future research or practice.

International Research Forum

Quantitative, qualitative, and mixed methods research studies with an international focus. Literature reviews are current and focused on the research questions. Methods sections include detailed descriptions of participants, instruments, and procedures. Discussions draw conclusions from extant literature and research findings and state implications for future research or practice.

Practitioner's Platform

Descriptions of action research and professional practice supported by research-based literature and implemented in academic setting.

International Practitioner's Platform

Descriptions of action research and professional practice in PreK-12 grades and preservice teaching programs with an international focus. Descriptions of practice, which have been implemented in school settings, are supported by current evidence-based research. Recommendations for practice are made based on extant literature and lessons leaned from implementations. Manuscripts use APA format for citations and references.

Perspective

Commentaries, position papers, and policy analyses based on current empirical research. Manuscripts provide an empirically-based point of view on topics that may include current issues in curriculum and instruction.

Book Review

Book reviews for theme and open topic issues will be considered. Reviewers are requested to submit a proposal that includes the book title, author, relevance to JoCI readership, and a brief (100-word) overview of the book.