Journals
The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum, pedagogy and assessment. Papers reporting empirical studies and theoretical analyses from a range of perspectives, including philosophical and historical, are welcome. The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work.
The journal makes a specialist contribution to knowledge related to the educational phases that impact on children from the early years to adulthood.
In 2022 Curriculum Journal received its first Impact Factor, standing at 1.6.
The editorial team of the journal is as follows.
Editors
Mark Priestley, University of Stirling, UK
Stavroula Philippou, University of Cyprus, Cyprus
Associate Editors
Daniel Alvunger, Linnaeus University, Sweden
Grace Healy, David Ross Education Trust, University College London, University of Oxford, UK
Kathy Hibbert, Western University, Canada
David Leat, Newcastle University, UK
Nienke Nieveen, University of Twente, The Netherlands
Claire Sinnema, University of Auckland, NZ
Joseph Smith, University of Stirling, UK
Tiina Soini, Universities of Tampere and Eastern Finland
Book Reviews Editor
Emma Cooper, University of Stirling, UK
BERA Members should click on the ‘read this journal online’ button in the top-left corner of this page to use their free access to Curriculum Journal.
Click here for author guidelines, including instructions on how to submit. When you are ready to submit your article, please do so through this page.
To request permission to reproduce material from Curriculum Journal please contact our publisher, Wiley.
The annual Curriculum Journal Editors’ Choice Award, which recognises the best paper published in the journal in 2022, has been awarded to:
The editors commented: ‘It is a paper which sheds new or different light on how textbooks may be viewed in curriculum research, namely “as interactive subjects in the social world rather than simply as content carriers”; it further exemplifies, through two interpretivist research methodologies (symbolic interactionism and autoethnography), how “rethinking textbooks as active social agents in human life instead of repositories of information and ideologies” opens up possibilities of researching them, including how textbooks themselves may shape research.’
The editors would like to commend three further papers (in no particular order):
The editors praised this paper ‘for its critique and careful tracing of policy discourse over a long period of time on a subject area which attracts considerable political attention often without due pedagogical rationalities’.
This article was selected ‘for showing, through the case of inquiry learning in geography, that it is difficult, if not impossible, to discuss powerful knowledge without simultaneously discussing powerful pedagogies, thus highlighting curriculum and pedagogy as entangled, albeit in different ways in the national curricula examined in the study, namely of Australia, China, England, Hong Kong, Singapore and the USA’.
The editors commended this article ‘for persuasively exploring how curriculum reform is embedded in multiple sites of curriculum making which influence/inform eventually what happens and changes in schools, but lies beyond them-in this case in teacher education’.
Professor at University of Stirling
Mark Priestley is professor of education and the director of the Stirling Network for Curriculum Studies. He is also the lead editor of the Curriculum Journal. His research interests relate to curriculum theory, the professional work of teachers,...
Associate Professor (Curriculum and Teaching) at University of Cyprus
Stavroula Philippou is an Associate Professor in Curriculum and Teaching at the Department of Education, University of Cyprus, Cyprus. Her studies include a B.Ed. (Hons) in Primary Education (University of Cyprus, Cyprus, 1998); a M.Ed. in...
Professor at Linnaeus University
Daniel Alvunger, is an Associate Professor in Education at the Department of Education and Teachers’ Practice at Linnæus University, Sweden, where he also holds a position as Dean of Teacher Education. He is a member of the research group SITE...
IOE, UCL's Faculty of Education and Society
Grace Healy is the curriculum director at David Ross Education Trust. Prior to undertaking this role, she led the geography subject community across a multi-academy trust of 13 primary and secondary schools, and contributed to the leadership of a...
Professor and Associate Dean at Western University
Dr. Kathy Hibbert is Professor, and Acting Dean at Western’s Faculty of Education, in London Canada. Her research examines how our abilities to ‘read’ texts, and to use and understand multimedia or other technologies, shapes our ability to...
Professor of Curriculum Innovation at Newcastle University
David Leat is professor of curriculum innovation at Newcastle University. From 2005 to 2016 he was executive director of the Research Centre for Learning and Teaching (CfLaT) at Newcastle. Recent projects have focussed on coaching, project-based...
Associate Professor at University of Twente
Nienke Nieveen is associate professor and director of the teacher education programs at the University of Twente, The Netherlands. Her orientations are in teacher professional learning in relation to curriculum (re)design in schools, educational...
Associate Professor at University of Auckland
Claire Sinnema is associate professor at the University of Auckland’s Faculty of Education and Social Work. Her research focusses on the improvement of teaching and learning across four main strands: educational leadership, curriculum,...
Lecturer in Education at University of Stirling
Dr Joseph Smith is a Lecturer in Education at the University of Stirling. His research interests concern the politics of the history curriculum and teachers’ identities as curriculum makers. He has published in The British Educational Research...
Research Directer at Tampere University
Tiina Soini is research director and associate professor (learning and wellbeing in educational organisations) in the Universities of Tampere and Eastern Finland. Her research focusses on school development, teacher learning and agency, and the...