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Home / Journals / Teacher Education and Curriculum Studies / Curriculum and Pedagogical Alignment: Is a Partnership Possible?
Curriculum and Pedagogical Alignment: Is a Partnership Possible?

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Lead Guest Editor:
Michael Wright
Department of Curriculum and Instruction, Tarleton State University, For Worth, Texas, USA
Guest Editors
Kary Johnson
Literacy United, The Reading Connection
Fort Worth, Texas, USA
Holly Bullard
Tarleton State University
Fort Worth, Texas, USA
Anna Fox
Tarleton State University
Waco, Texas, USA
Nancy McKenzie
Hill College, Instruction Arts and Humanities
Hillsborough, Texas, USA
It is suggested that students’ academic success largely depends on the effective implantation, through pedagogically-sound teachers, of an effective curriculum. Curriculums are, by nature, known as “living documents,” and as such, are subject to change based on the needs of a democratic society. Education carries with it a great responsibility to prepare students for a world in which they may not currently live, and that type of curriculum requires input from many stakeholders (including teachers) representing various members of the community, as well as groups of individuals at local and state levels. Inherent in the teaching and learning process, is the ability of a teacher to evaluate the alignment between his or her teaching, and the curriculum on which that teaching is based. Therefore, this issue solicits studies related to current methods of curriculum evaluation and implementation. Educational researchers are encouraged to submit manuscripts which can include areas associated with the processes of curriculum development, effective teaching practices, the effects of specific student populations on the development and implementation of curriculums, how classroom management might serve as a catalyst for student achievement, and manuscripts which address the needs of early childhood learners through curriculum adaptations.

Aims and Scope:

  1. Curriculum Development
  2. Teaching
  3. Student Achievement
  4. Best Practices
  5. Curriculum Evaluation
  6. Classroom Management
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