Journal of Curriculum and Teaching is a peer-reviewed journal, published by Sciedu Press. It is devoted to publishing research papers in curriculum and instruction, learning and teaching, and related disciplines at global and local levels, such as but not limited to curriculum theory, teaching methodology, program innovation, policy development, professional ethics, and assessment in education. It is published semi-annually in both online and printed versions.
2016 Q3: Articles Received: 37; Accepted: 16; Rejected: 20; Published: 6; Retracted: 0
2016 Q2: Articles Received: 18; Accepted: 11; Rejected: 6; Published: 7; Retracted: 0
2016 Q1: Articles Received: 15; Accepted: 10; Rejected: 5; Published: 5; Retracted: 0
2015: Articles Received: 65; Accepted: 41; Rejected: 13; Published: 28; Retracted: 0
2014: Articles Received: 46; Accepted: 37; Rejected: 9; Published: 24; Retracted: 0
2013: Articles Received: 53; Accepted: 29; Rejected: 14; Published: 31; Retracted: 0
Paper Selection and Publication Process
a). Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/E-mail may be missed. Please contact the Editor in time for that.
b). Peer review. We use double-blind system for peer-review. Both reviewers and authors’ identities remain anonymous. The paper will be peer-reviewed by three experts: one is an editorial staff and the other two are external reviewers. The review process may take 2-4 weeks. In some rare cases, according to the recommendations from editors and reviewers, a second round of peer review may be initiated. Please see a sample of Result of Review.
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Vol 5, No 2 (2016)
Vol. 5, No. 2, November 2016(In progress)
e-Version First TM
Table of Contents
|Why Is the Chinese Curriculum Difficult for Immigrants’ Children from Southeast Asia|
|Increasing Academic Engagement through Focused Antecedent Modification|
|Mediation as a Leadership Strategy to Deal with Conflict in Schools|
|Maitumeleng Albertina Ntho-Ntho, Frederik Jan Nieuwenhuis||p13|
|Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations|
|Curriculum Weaving: Developing Creative Curricular Opportunities for Pre-Service Teachers and Elementary Students through Project-Based Learning|
|Alison Lynn DuBois, Tina Marie Keller||p37|
|Dimensions of Job satisfaction of Teacher Educators: A Qualitative Study of the Universities of Sindh Province of Pakistan|
|Zafarullah Sahito, Pertti Vaisanen||p43|
|Mathematics Awareness through Technology, Teamwork, Engagement, and Rigor|
|Curiosité: Inquiry-Based Instruction and Bilingual Learning|
|Cheryl M. McElvain, Heidi A. Smith||p63|
|Validation Study of the Abbreviated Math Anxiety Scale: Spanish Adaptation|
|Jennifer L. Brown, Lucía Macías Sifuentes||p76|
|Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration|
|Santiago Roger Acuña, Gabriela López Aymes||p83|
|The Effects of Professional Development on Elementary Students’ Mathematics Achievement|
|Jonathan L. Brendefur, Keith Thiede, Sam Strother, Dan Jesse, John Sutton||p95|
|Learning Styles of African American Children: Instructional Implications|
|Janice Ellen Hale||p109|
|Assessing the Degree of Possessing Study Skills by the Students of Tafila Technical University from Their Perspectives|
|Atallah A Al- Roud, Ahmad Mahmoud Thawabiah||p119|
|The Effect of the Accounting and Business Curriculums on Creativity|
|Ya-Yun Cheng, Chin-Chen Chien, Shiow-Jen Wang||p127|
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Journal of Curriculum and Teaching
ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)
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