CIEC is a fully-refereed, international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. It aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities. CIEC is an online-only journal published three times a year. The full text of all articles becomes freely available to non-subscribers 12 months after publication.
CITE is an electronic publication on three major categories of articles: (1) Current Issues includes theoretical discussions of technology and teacher preparation. (2) Current Practices provides shorter, up-to-the-minute snapshots of technology in practice. (3) Seminal Articles includes previously published “classic” articles that have advanced the discussion of technology and teacher education.
Current Issues in Education is distributed free of all charges. The mission of the journal is to advance scholarly thought by publishing articles promoting dialogue, research, practice, and policy as well as developing a community of scholarship.
Educational Action Research is a fully-refereed international journal concerned with exploring the unity between educational research and practice. Increasing interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; institutional change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry.
