Special Issue on Curriculum and Pedagogical Alignment: Is a Partnership Possible?

Submission Deadline: Jan. 10, 2020

This special issue currently is open for paper submission and guest editor application.

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Special Issue Flyer (PDF)

  • Special Issue Editor
    • Michael Wright
      Department of Curriculum and Instruction, Tarleton State University, For Worth, Texas, USA
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Kary Johnson
      Literacy United, The Reading Connection, Fort Worth, Texas, USA
    • Holly Bullard
      Tarleton State University, Fort Worth, Texas, USA
    • Anna Fox
      Tarleton State University, Waco, Texas, USA
    • Nancy McKenzie
      Hill College, Instruction Arts and Humanities, Hillsborough, Texas, USA
  • Introduction

    It is suggested that students’ academic success largely depends on the effective implantation, through pedagogically-sound teachers, of an effective curriculum. Curriculums are, by nature, known as “living documents,” and as such, are subject to change based on the needs of a democratic society. Education carries with it a great responsibility to prepare students for a world in which they may not currently live, and that type of curriculum requires input from many stakeholders (including teachers) representing various members of the community, as well as groups of individuals at local and state levels. Inherent in the teaching and learning process, is the ability of a teacher to evaluate the alignment between his or her teaching, and the curriculum on which that teaching is based. Therefore, this issue solicits studies related to current methods of curriculum evaluation and implementation. Educational researchers are encouraged to submit manuscripts which can include areas associated with the processes of curriculum development, effective teaching practices, the effects of specific student populations on the development and implementation of curriculums, how classroom management might serve as a catalyst for student achievement, and manuscripts which address the needs of early childhood learners through curriculum adaptations.

    Aims and Scope:

    1. Curriculum Development
    2. Teaching
    3. Student Achievement
    4. Best Practices
    5. Curriculum Evaluation
    6. Classroom Management

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.tecsjournal.org/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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