期刊名称：CURRICULUM INQUIRY
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
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Edited by:
F. Michael Connelly, Ming Fang He and JoAnn Phillion
Print ISSN: 0362-6784
Online ISSN: 1467-873X
Frequency: Quarterly
Current Volume: 35
ISI Journal Citation Reports?Ranking: 2004: 80/91 (Education & Educational Research)
Impact Factor: 0.205
Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
Special offer - a personal subscription to Curriculum Inquiry includes full online access to the electronic version of this journal, PLUS full online access to the current and back issues of British Journal of Educational Studies, British Journal of Educational Technology, Educational Theory and Teachers College Record. This means that you will have full electronic access to five important international education journals for the price of one!
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Instructions to Authors
Editorial Review Procedures:
All papers submitted to Curriculum Inquiry are subjected to a preliminary internal review, and those deemed appropriate for publication in the journal are sent anonymously to readers. The editors rely heavily on the judgements of those readers but are not bound by them. Curriculum Inquiry conducts a blind review process. To assure anonymity, only the title should appear on the manuscript and all references to the author(s) in the manuscript should be removed. Attach a cover page with title, name, and affiliation. A cover letter is required and must contain assurance that the submitted manuscript is not currently under review elsewhere. Intending contributors should note that the editors favor clean, cogent prose. Manuscripts are accepted for publication subject to nonsubstantive editing with the understanding that CI has the right of first publication.
Submissions:
Please send all submissions to:
F. Michael Connelly, Editor
Curriculum Inquiry
The Ontario Institute for Studies in Education
252 Bloor Street West
Suite 10-214
Toronto
Ontario
Canada
M5S 1V6
Preparation of Copy:
Five single-sided copies of the manuscript along with the original and a disk must be submitted. An Abstract of 200 to 250 words is required. This Abstract should be written on a separate page, and leave the reader with a vivid sense of the issues, findings, and conclusions of the article.
Typing : Type all copy - including quotations and indented matter, footnotes, and references - double-spaced on standard white 21.8 x 28.2cm (8.5 x 11 inch) paper, allowing two-inch margins at top and bottom of page.
Tables : Type each table on a separate page. Refer to each table in numerical order in the text. Prepare tables without vertical lines.
Referencing and Bibliographic Standards for Authors: Authors preparing manuscripts for Curriculum Inquiry should refer to the Publication Manual of the American Psychological Association (APA) Fifth Edition for bibliographic and referencing style. Numbered notes should only be used for acknowledgments and commentary, and should appear as endnotes.In-text citations should include, in parentheses, author surname, year of publication, and page numbers where appropriate (see sections 3.34 and 3.94?.103 of the APA manual for details and examples). In all cases, a reference list must be provided at the end of the manuscript.
Examples of APA REFERENCE LIST style
Journal Articles
Kernis, M. H., Cornell, D. P., Sun, C.-R., Berry, A., & Harlow, T. (1993).There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190?204.
Leibowitz, A., & Klerman, J. (1995). Explaining changes in married mothers?employment over time. Demography, 32, 365?78.
Books
American Psychological Association. (2001). Publication Manual of the
American Psychological Association (5th ed). Washington, DC: Author.
Beck, C. A. J., & Sales, B. D. (2001). Family mediation: Facts, myths, and future prospects. Washington, DC: American Psychological Association.
Article or Chapter in an Edited Book
Atkinson, P., & Delamont, S. (1976). Mock-ups and Cock-ups: The management of guided discovery instruction. In M. Hammersley & P. Woods (Eds.), The process of schooling (pp. 133?42). London: Routledge & Kegan Paul.
Elder, G., George, L., & Shanahan, M. (1996). Psychosocial stress over the life course. In H. Kaplan (Ed.), Psychosocial stress: Perspectives on structure, theory, life-course and methods (pp. 247?92).San Diego, CA: Academic Press.
Internet
O’Connor, E. (1997). Domestic abuse: Russia’s tragic, hidden secret.Retrieved March 1, 1999, from [http://www2.cnn.com/WORLD/9703/07/russia.domestic/index/html ]http://www2.cnn.com/WORLD/9703/07/russia.domestic/index/html
Greater New Milford (Ct) Area Healthy Community 2000, Task Force on Teen and Adolescent Issues. (n.d.). Who has time for a family meal? You do! Retrieved October 5, 2000, from [http://www.familymealtime.org/]http://www.familymealtime.org
Book Review Policy
We are interested in publishing pieces which are essay or critical reviews. We are not interested in reviews which do little more than describe and summarize the text and its argument.
Our reviews give readers a flavor of the book and its argument. Readers are then able to judge whether or not the book is likely to be worth their reading or purchasing. Beyond that straightforward, but important task, reviewers should examine assumptions, data, arguments, and conclusions from an analytical and skeptical perspective. Some reviews place the work under consideration in the context of other important works with both similar and differing perspectives. Some reviewers use the text as a vehicle for placing their own ideas in some larger framework. The use of a review to develop one's own ideas is acceptable provided that the text itself is treated adequately and fairly.
The real value of a good review is to place the text within a comprehensive, intellectual context. Unfavorable reviews often usefully distinguish between a disagreement with the author's assumptions and ideology and a disagreement with the development of the argument. In making this distinction, reviewers may reveal, without undue elaboration, their own perspective while analyzing that of others. Similarly, favorable reviews may consider the extent to which underlying ideas of the book are shared by author and reviewer.
A good review blends similar and dissimilar perspectives in lucid, coherent, accessible prose. We ask reviewers to reduce jargon to the minimum necessary, and to provide definitions where appropriate. Curriculum Inquiry is not a venue for personal innuendo or continuing feuds. It is a forum for strong, informed, intellectual debate.
Editorial Board
Editors
F. Michael Connelly
Ontario Institute for Studies in Education, Room 10-214
University of Toronto, Canada
Phone: 416 923 6641 ext 2630
Fax: 416 926 4754
Email: mconnelly@oise.utoronto.ca
Ming Fang He
JoAnn Phillion
Editorial Assistant
Frances M. Tolnai
Ontario Institute for Studies in Education, Room 10-280
University of Toronto, Canada
Phone: + 416 923 6641 ext 2619
Email: ftolnai@oise.utoronto.ca
Associate Editors
Johan L. Aitken
Elaine Chan
Carola Conle
C.T. Patrick Diamond
Joseph P. Farrell
Gail Matthews
Elizabeth Vallance
Series Editors
Johan Aitken, Girls and Women in Education
Jean Clandinin and Miriam Ben-Peretz, Personal Practice Knowledge
C. T. Patrick Diamond and Christine van Halen-Faber, Arts-Based Educational Research
Book Review Editors
Michelle Boone
Anne Forsythe Moore
Contributing Editors
Miriam Ben-Peretz
Angela Chan
Jean Clandinin
Robin Enns
Michael Fullan
Ming Fang He
James Heap
Angela Hildyard
Ken Leithwood
Vicki Dea Ross
Consulting Editors
Carl Bereiter, The Ontario Institute for Studies in Education, Canada
Christopher Clark, University of Delaware, USA
Elliot Eisner, Stanford University, USA
Barry Franklin, University of Michigan-Flint, USA
Gabriele Lakomski, University of Melbourne, Australia
Malcolm Skilbeck, Professor Emeritus, Australia
Max van Manen, University of Alberta, Canada
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