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The Curriculum Journal is a peer-reviewed journal published by Wiley, covering Educator Training and Historical Pedagogy, Teacher Education and Leadership Studies, Global Education and Multiculturalism.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." The Curriculum Journal 12 (3): 45–58.
Formats any DOI in The Curriculum Journal style. No sign-up. |
| Publishes research in | Educator Training and Historical Pedagogy Teacher Education and Leadership Studies Global Education and Multiculturalism Global Educational Policies and Reforms Student Assessment and Feedback |
| ISSN | 0958-5176 |
| Citation impact (2-yr) | 1.35 |
| h-index | 73 |
| i10-index | 547 |
| Total citations | 23,517 |
| Article processing charge | $3,140 |
| Top institutions publishing here | University of Cambridge |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles…
This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways. It makes a case for greater use of teachers' judgements in summative assessment, the reasons for this being found in the research that is reviewed…
Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical…
This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the scene is set for…
Abstract This article extends the authors’ earlier work (Young & Muller 2013) exploring the concept of ‘powerful knowledge’. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented ‘power’ and ‘knowledge’. Two key senses of power are identified…
