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About this journal
Aims and scope
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.
For more details, please read the Author Services guide to understanding journal metrics.
Journal metrics in brief
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.
For more details on the data above, please read the Author Services guide to understanding journal metrics.
*Copyright: Journal Citation Reports®, Clarivate Analytics
†Copyright: CiteScore™, Scopus
Editorial board
Editor-in-Chief
Rubén Gaztambide-Fernandez
Senior Editor
Neil Ramjewan
Editor
Christy Guthrie
Associate Editor
Lucy El-Sherif
Assistant Editors
Diana M. Barrero Jaramillo
Shashank Kumar
James Miles
Jacqueline Scott
Emeritus Editor
Dennis Thiessen
Editorial Assistant
AV Verhaeghe
OISE Faculty Advisory Board
Kathy Bickmore
Kathleen Gallagher
Wanja Gitari
Jack Miller
Rob Simon
Heather Sykes
Peter Trifonas
Eve Tuck
John Wallace
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.
Use our APC finder to calculate your article publishing charge
5 issues per year
Currently known as:
- Curriculum Inquiry (1976 - current)
Formerly known as
- Curriculum Theory Network (1968 - 1976)
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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