Curriculum Inquiry (CI) is a leading international journal in the field of curriculum studies. It is dedicated to studies of educational experience in schools, communities, families, and other local or transnational settings, using a range of theoretical and disciplinary approaches. CI brings together the work of both established and emerging scholars from a variety of academic fields and disciplines who theorize and examine curriculum and pedagogy, broadly defined, and whose work promotes conceptual debate and pushes beyond current understandings of educational research, theory, and practice. The journal publishes papers that explore and critique contemporary ideas, issues, trends, and problems in education, particularly those relating to curriculum, teaching and learning, teacher education, cultural practice, and educational research and policy. Each issue of the journal also includes a provocative and critically analytical editorial essay that highlights the contributions of featured authors.
Journal metrics
Usage
167K annual downloads/views
Citation metrics
1.6 (2023) Impact Factor
Q2 Impact Factor Best Quartile
2.0 (2023) 5 year IF
3.1 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
1.303 (2023) SNIP
0.634 (2023) SJR
Speed/acceptance
112 days avg. from submission to first
decision
10% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
International Editorial Board Ali Abdi, University of British Columbia, Canada Lee Airton ,Queen’s University, Canada Anwar Ahmed, University of British Columbia, Canada Nina Asher, University of Minnesota, USA Wayne Au, University of Washington, Bothell, USA Bernadette Baker, University of Wisconsin-Madison, USA Megan Bang, University of Washington, USA Theodorea Regina Berry, San Jose State University, USA Bryan McKinley Jones Brayboy, Arizona State University, USA Deborah Britzman, York University, Canada Kate Cairns, Rutgers University, USA Durell Callier, Miami University, USA Dorinda Carter Andrews, Michigan State University, USA Roland Sintos Coloma, Wayne State University, USA Elizabeth De Freitas, Adelphi University, USA Cristina Delgado Vintimilla, York University, Canada Cynthia Dillard, University of Georgia, USA Kent den Heyer, University of Alberta, Canada Vanessa de Oliveira Andreotti, University of British Columbia, Canada Karishma Desai, Rutgers University, USA Dwayne Donald, University of Alberta, Canada Nirmala Erevelles, University of Alabama, USA Lisa Farley, York University, Canada Julie C. Garlen, Carleton University, Canada Maisie Gholson, University of Michigan, USA Elizabeth Grace, Independent Scholar, USA Sandy Grande, Connecticut College, USA David Hansen, Teachers College, Columbia University, USA Ming Fang He, Georgia Southern University, USA Adam Howard, Colby College, USA Fran Huckaby, Texas Christian University, USA Awad Ibrahim, University of Ottawa, Canada Korina Jocson, University of Massachusetts, Amherst, USA Harper Keenan, University of British Columbia, Canada Aaron Koh, The Chinese University of Hong Kong, Hong Kong David Labaree, Stanford University, USA Leonel Lim, Nanyang Technological University, Singapore Wendy Luttrell, Graduate Center, City University of New York, USA Elizabeth Macedo, Universidade do Estado do Rio de Janeiro, Brazil Cameron McCarthy, University of Illinois, USA Petra Munro Hendry, Louisiana State University, USA Nicolas Ng-A-Fook, University of Ottawa, Canada Esther Ohito, University of North Carolina at Chapel Hill, USA Gillian Parekh, York University, Canada Django Paris, University of Washington, USA Leigh Patel, University of Pittsburgh, USA Mark Priestley, University of Sterling, UK Troy A Richardson, Cornell University, USA Eunice Romero-Little, Arizona State University, USA Fida Sanjakdar, Monash University, Australia Brenda Sanya, Colgate University, USA James Seale-Collazo, University of Puerto Rico, PR Debbie Sonu, Hunter College, USA Clio Stearns, University of New Hampshire, USA Mario I. Suárez, Utah State University, USA Ciaran Sugrue, University College Dublin, Ireland Aparna Mishra Tarc, York University, Canada Eric Toshalis, Independent Scholar, USA Vivian Vasquez, American University, USA Hongyu Wang, Oklahoma State University, USA
Past Editors
Curriculum Theory Network John Herbert 1968-1971 F. Michael Connelly, Joel Weiss, & John Herbert 1972-1973 Joel Weiss 1973-1975 Leonard Berk & Joel Weiss - 1977
Curriculum Inquiry Leonard Berk & Joel Weiss 1977 Joel Weiss & Roger Simon 1978-1979 Roger Simon & F. Michael Connelly 1980-1982 F. Michael Connelly 1982-2003 F. Michael Connelly, Ming Fang He, & JoAnn Phillion 2003-2005 Dennis Thiessen 2006-2014
Open access
Curriculum Inquiry is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
The Ontario Institute for Studies in Education and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, The Ontario Institute for Studies in Education and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by The Ontario Institute for Studies in Education and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. The Ontario Institute for Studies in Education and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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