International Journal of Curriculum Development and Learning Measurement (IJCDLM)

International Journal of Curriculum Development and Learning Measurement (IJCDLM)

Editor-in-Chief: Pam Epler (Youngstown State University, USA)
Published: Semi-Annually |Established: 2020
ISSN: 2644-1721|EISSN: 2644-173X|DOI: 10.4018/IJCDLM

Description

The International Journal of Curriculum Development and Learning Measurement (IJCDLM) investigates curriculum development for students Pre-K through adulthood and beyond within formal and informal contexts of education. Best practices as well as current research will be promoted, and IJCDLM will also include empirical research and case studies from around the world.

Topics Covered

  • Birth – Kindergarten education
  • Elementary Education (Grades First – Third)
  • English as a Secondary Language Education
  • Extra Curriculum education (e.g. Music, Art, Physical Education, etc.)
  • Foreign Language Education
  • General Education
  • High School (Ninth – Twelfth)
  • Literacy Education
  • Math Education
  • Middle School (Grades Sixth – Eight)
  • Other Educational Subfields
  • Science Education
  • Special Education
  • Upper Elementary (Grades Third – Fifth)
  • Writing Education

Mission and Scope

The International Journal of Curriculum Development and Learning Measurement (IJCDLM) publishes research that will serve as an information outlet for researchers, practitioners, and policy makers to examine and discuss the positioning of curriculum developments, instructional strategies, and learning in education. IJCDLM promotes a global vision and dialogue among teachers, parents, researchers, and practitioners who want to gain insight into best practices and support decision-making activities related to curriculum and development for a variety of students, Pre-K through life-long learners.

Table of Contents and List of Contributors

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Indices

Editor(s)-in-Chief Biography

Pam Epler (Editor), Ph.D., has a master’s degree in special education and a doctorate degree in curriculum and instruction. Her doctoral research focused on the Response to Intervention (RTI) service delivery model in the secondary educational environment. She has taught and been an administrator in both the public and private sectors, from the elementary through collegiate levels. She currently teaches graduate-level courses and serves as a doctoral chairperson for Grand Canyon University and teaches pre-service undersgraduate students about special education at Youngstown State University. Her research interests include RTI strategies, special education teachers’ roles in RTI, special education service delivery models, and pre-service teachers’ perceptions of special education students, personalized learning and teaching math to at-risk students.

Editorial Board

Associate Editors
Linda Allen, Grand Canyon University, United States
Jodee Jacobs, Grand Canyon University, USA
Editorial Review Board
Courtney Cruz, Youngstown State University, USA, United States
Lauren Cummings, Youngstown State University, USA
Ajay Das, Grand Canyon University, USA
Jonathan Downs, MidAmerica Nazarene University, USA
Wanda Fernandopulle, Grand Canyon University, USA
Regina Hightower, Grand Canyon University, USA
MaryPaul Hoile, Grand Canyon University, United States
John Johnson, Grand Canyon University, USA
Dolores Kelly, Grand Canyon University, USA
Dakota King White, Cleveland State University, USA
Elizabeth Kregel, Concordia University, USA
Layla Kurt, University of Dayton, USA
Stacy Leggett, Western Kentucky University, USA
Erin Margarella, Western Kentucky University, USA
Jamie McCartney, Kent State University, USA
Justin Necessary, Grand Canyon University, United States
Tammy Ogren, MidAmerica Nazarene University, USA
Gail Saunders-Smith, Youngstown State University, USA
Hazel Smith, Grand Canyon University, USA
Kandy Smith, Western Kentucky University, United States
Patrick Spearman, Youngstown State University, USA
Rich Vigilante, Grand Canyon University, USA
LeAnn Yantis, MidAmerica Nazarene University, USA

Submission

Prospective authors should note that only original and previously unpublished article manuscripts will be considered. Interested authors must consult the Journal Guidelines for Manuscript Submission at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR to submission. Any further questions may be answered at https://www.igi-global.com/publish/contributor-resources/before-you-write/. All article manuscript submissions will be forwarded to at least three members of the editorial review board of the journal for a double-blind peer review. The final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers.

All inquiries should be directed to the attention of:

Pam Epler, PhD
Youngstown State University
pleplerbrooks@ysu.edu