Curriculum in Context (CIC) is WSASCD’s award winning eJournal featuring articles on timely issues for all members.
Manuscript Submission Guidelines for Spring/Summer 2021 Issue
Next Edition Deadline: APRIL 15, 2021
The theme for the 2021 spring/summer issue of Curriculum in Context is Where Do We Go from Here? Teaching, Leading and Learning After 2020.
Both issues of Curriculum in Context in 2021 will center on the ways that schools and schooling are moving forward after a year like no other. Teachers and leaders have been innovative, committed and persistent, and caring for the whole child has taken on a whole new meaning. We invite authors to consider writing articles or book reviews that address the following suggested questions and topics:
» How can the WSASCD commitments to the whole child be reimagined for this moment?
» How can we commit to care for kids and also for adults in 2021?
» What are some silver linings that might come out of 2020?
» What are some exemplar revisions to curriculum and professional practice regarding topics like race, political climate, and sustainability?
Potential articles submitted for the Learn section should be a current book review between 500 and 750 words and should include the APA reference for the book.
Manuscripts for the Teach and Lead section should be between 850 and 2500 words, focus on either the classroom (i.e. teacher) perspective or the leadership perspective, and include citations written in APA format
Please submit questions or articles for consideration by APRIL 15, 202 to:
» Dr. Jill Heiney-Smith, Managing Editor firstname.lastname@example.org
» Dr. Pete Renn, Co-editor email@example.com
» Emily Huff, Co-editor firstname.lastname@example.org
Articles should be submitted via an email attachment in Microsoft Word format to the editor. Authors of accepted articles will be asked to provide a digitized photograph and a 2-3 sentence biographical introduction, including where they are presently employed.
To facilitate the editing of your article, please attend to the following:
1. Proof your paper carefully; a professional manuscript should be free of typographical, spelling, and obvious grammatical errors.
2. Use headings and indented paragraph breaks to help the reader track your line of argument.
3. Include entries in your reference list only if the sources are directly cited in your article.
Here is a brief list of things to remember while drafting your article:
-Write as concisely as possible eliminating unnecessary words or phrases.
-Use plenty of real-world examples to illustrate your arguments.
-Avoid “academic” sounding verbiage when possible. When you do use a technical term or acronym briefly explain it in a phrase or sentence.
-Avoid the passive voice (i.e. “It will be argued here that…” as opposed to simply saying “I will argue here…”).
-Strive for gender-inclusiveness in language (i.e. “him or her” or a relatively even sprinkling of “him’s” and “her’s”).
-Use headings (see above) and transitional sentences to maximize the logical flow of your article.
The Curriculum in Context adheres to APA 6th edition rules. Here is a brief list of small items that will make our editing task easier:
-Do not capitalize position titles of persons named in your article.
-Avoid unnecessary capitalization.
-Numbers one through nine should be written out; numbers 10 and above should be presented in numeral form.
-Single space after final punctuation including periods, colons, explanation marks, etc.
WSASCD’s Award Winning eJournal
This journal addresses current issues in education. Past topics and instructions for submitting an article can be reviewed at Curriculum in Context Information.
01- A Message from the Editor – Heiney-Smith
02- A Message from the President – Gbenro
03- The Basics of Leadership for Educators – Gates, Spring/Summer 1997
03-Change and School Improvement: A Leadership Paradox – Sharrat & Schmitz, Spring/Summer 1997
04 –Closing the Achievement Gap: Supporting Students Through PLC-Based Reform– Butler, Daley, & Birks, Sping/Summer 2014
05 – The Call to Transformative Leadership – Dunn, Spring/Summer 2008
06 – Fostering Emotional Literacy – Souers, Fall/Winter 2016
07 – Five Tools for Collaborative Professional Development– Blackburn & Williamson, Spring/Summer 2015
08 – Uses of Technology to Enhance Formative Assessment and Differentiated Instruction– Kassissieh & Tillinghast, Fall/Winter 2014
09 – Executive Directions – Lam
Call for articles: Spring/Summer 2021 – Where Do We Go from Here?
Teaching, Leading and Learning After 2020
The WSASCD E-Report offers information regarding association activities, events, awards, articles, and continually updated resources and links for educators. Past issues are available below.
- 2021 Winter e-Report
- 2020 Spring eReport
- 2020 Winter eReport
- 2020Fall eReport
- 2019 End of Year eReport
- 2019 Spring eReport
- 2019 Winter eReport
- 2019 Fall eReport
- 2018 End of the year report
- 2018 Spring eReport
- 2018 Winter eReport
- 2018 Fall eReport
- 2017 End of Year eReport
- 2017 The Report Spring
- 2017 Winter eReport
- 2017 Fall eReport
- 2016 End of Year eReport
- 2016 Spring eReport*
- 2016 Winter eReport
- 2015 Fall eReport
- 2014 Spring eReport
- 2014 Winter eReport
- 2014 Spring eReport
WSASCD’s Critical Questions Series present points and perspectives on issues to generate discussion among colleagues and comments from our members. To contribute a topic, contact Carrie Lam at email@example.com
Each article relates to one of the five tenets of the ASCD Whole Child Initiative – Healthy, Safe, Engaged, Supported, and Challenged.
- Tenet Safe & Supported:What do we need to understand about our students and colleagues of color to confront systemic racism and our own biases? (October 2020)
- Tenet Support: How can we understand our various roles in the face of ever-changing circumstances? (April 2020)
Tenet Engaged: Building bridges in polarized communities: How do we model civic dialogue in divided spaces? (March 2020)
Tenet Supported: How can we align social emotional learning, in and out of school, to best support the Whole Child? (February 2020)
Tenet: Healthy: Why would “healthy” teenagers need an advanced heart screening? (January 2020)
Tenet: Supported: What if we considered culturally responsive teaching and brain science in our lesson planning? (December 2019)
Tenet: Challenged: Is there a right kind of instructional rigor? (November 2019)
Tenet: Challenged: When you think about RIGOR and challenging all students, what comes to mind? (October 2019)
Tenet: Supported & Engaged: How can we understand students’ STEM experiences through empathy interviews? (June 2019)
Tenet: Supported: How does a district systemically support teacher leadership? (May 2019)
Tenet: Engaged & Supported What strategies can school districts use to engage their community in developing Life-Ready students? (April 2019)
Tenet: Supported:How do schools use an MTSS Framework to support the whole child? (March 2019)
Tenet: Healthy & Supported: How should P-12 schools, districts and teacher preparation programs work together to build on the momentum of “wellness”? (February 2019)
Tenet: Safe & Supported: How can we expect students to learn if their very basic needs aren’t met? (January 2019)
Tenet: Supported & Healthy: How Important is it to have Mental Health Services as Part of Embedded and Direct Services to Students in our Schools? (November 2018)
Tenet: Supported & Healthy: How is the Legislature and The Office of Superintendent of Public Instruction Supporting Social Emotional Learning for Washington State Schools? (October 2018)
Tenet: Supported: How do I See Beyond Diversity to Ensure an Inclusive Classroom? (September 2018)
Tenet: Supported: How Do We Define “Ready” for College, Careers, and Life? A Portrait of a Graduate (May 2018)
Tenet: Engaged: How does educational technology allow us to create a culture of innovation? (April 2018)
Tenet: Engaged: How can your school’s library program boost student achievement? (March 2018)
What is Whole Child Education and Why Support it? (January 2018)
Tenet: Supported: Holiday Stress: Why Do Students Fall Apart Right Before the Holidays? (December 2017)
Tenet: Supported & Healthy: How do we Support the Whole Educator? (November 2017)
Tenet: Supported: How Do We Strengthen Democracy Through Media Literacy Education? (October 2017)
Tenet: Supported and Engaged: Budgets are Tight. Needs are Great. Why Should I Invest in Parents to Best Impact Children? (September 2017)
Tenet: Supported: Why is attending the Trauma Informed Practice Summit by Kirsten Souers Valuable? (August 2017)
Tenet: Supported: Reflections on Senior Year: Should We “Just Keep Swimming?” (June 2017)
Tenet: Supported: Would Cinderella Feel Safe, Cared About, and Successful in Your School? (May 2017)
Tenet: Engaged: How Does Game Based Learning Work? (April 2017)
Tenet: Challenged: If Something Isn’t Working, Do We Try Harder – Or Do Something Different? (February 2017)
Tenet: Supported: Is it time for us to change the way we respond to discipline? (January 2017)
Tenet: Engaged: Why Stem? (November 2016)
Tenet: Healthy: How Does Social Emotional Learning Intersect with School Mental Health? (October 2016)
Tenet: Supported: TPEP 2.0: Is a Growth Mindset Just for Students? (August 2016)
Tenet: Engaged: Why Do I Want to Be a Teacher? (May 2016)
Tenet: Supported: What Messages Do Students Receive During a School Day? (April 2016)
Tenet: Engaged: How Do We Create a Classroom Culture That Fosters a Growth Mindset? (March 2016)
Tenet: Engaged: How Can the Use of Inclusive Language Reduce Bullying? (February 2016)
Tenet: Support: How Do I Prepare Myself to Teach in an Inclusion Classroom? (November 2015)
Tenet: Engaged:Why is it Important to Teach Native History and Culture? (October 2015) Lesson Photos
Tenet: Supported: What is the True Meaning of Discipline?(September 2015)
Whole Child Overview: What Do We Mean by ‘Whole Child?’(August 2015)
Tenet: Engaged: What Does it Mean to ‘Be a Learner’? (July 2015)
Tenet: Supported:Are Grades About What Students Earn or What Students Learn? (May 2015)
Tenet: Engaged: Does using Technology in the Classroom Enhance Student Engagement? (December 2014)
Tenet: Supported: Can We Learn This Together? (September 2014)
Tenet: Supported: Can You Help Me? (August 2014)
Tenet: Engaged: What Does Your Local Legislator Know About Your Work? (June 2014)
Tenet: Supported: Are You PLC Lite? (May 2014)
Tenet: Healthy: Closing the Achievement Gap through Collaborative Bridge Building? (March 2014)
Tenet: Engaged – Do I Need to Be A Connected Educator (February 2014)
Tenet: Engaged – How Do You Treat the ‘New Kid’ in Your School? (September 2013)
Tenet: Supported – How Does Your ‘Garden’ of Professional Learning Grow? The ‘What’ an ‘How’ of Successful Standards Implementation (June 2013)
Tenet: Engaged – What is the Role and Responsibility of Educator Preparation Programs to Foster and Sustain Effectiveness? March 2013
Tenet: Supported – What’s in Your Trophy Case? Mid-February 2013