Curriculum and Teaching

Aims & Scope

Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice.

The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.

The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy.

Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies.

Curriculum and Teaching is double blind peer reviewed.

The journal has no publication fees.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.124

Quartile

Year	Value
2024	Q4

h-index

Year	Value
2024	8

Journal Rank

Year	Value
2024	26932

Journal Citation Indicator

Year	Value
2024	18

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning

  Citation: 74

  Authors: Terry, Wesley, Elizabeth

• Teacher Burnout, Perceived Self-Efficacy in Classroom Management, and Student Disruptive Behaviour in Secondary Education

  Citation: 39

  Authors: André, Welko

• Science Learning and Constructivism

  Citation: 28

  Authors: Chin-Chung

• Challenges of Forging a Humanizing Pedagogy in Teacher Education

  Citation: 23

  Authors: Jeremy N., Margery D.

• Relationships, Meaning and the Science Curriculum

  Citation: 16

  Authors: Yannis

• Citizenship Education through Participatory Budgeting: The Case of Bioscience High School in Phoenix, Arizona

  Citation: 16

  Authors: Matthew, Daniel, Arnim

• Global Problems and the Curriculum: Toward a Humanistic and Constructivist Science Education

  Citation: 15

  Authors: Yannis, Manos

• Different Perspectives on Values and Citizenship Education

  Citation: 14

  Authors: Helene, Wiel

• School-Based Management and the Centralisation Trap: An Evidence-Based Perspective

  Citation: 13

  Authors: Adam E.

• Effectiveness of Virtual Laboratories in Terms of Learning Environment, Attitudes and Achievement among High-School Genetics Students

  Citation: 12

  Authors: Rachel, Barry J.

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