International Journal of Curriculum Development and Learning Measurement (IJCDLM)

International Journal of Curriculum Development and Learning Measurement (IJCDLM)

Editor-in-Chief: Pam Epler (Youngstown State University, USA)
Published: Semi-Annually |Established: 2020
ISSN: 2644-1721|EISSN: 2644-173X|DOI: 10.4018/IJCDLM


The International Journal of Curriculum Development and Learning Measurement (IJCDLM) investigates curriculum development for students Pre-K thru adulthood and beyond within formal and informal contexts of education. Best practices as well as current research will be promoted. It includes empirical research and case studies from around the world.

Topics Covered

  • Birth – Kindergarten education
  • Elementary Education (Grades First – Third)
  • English as a Secondary Language Education
  • Extra Curriculum education (e.g. Music, Art, Physical Education, etc.)
  • Foreign Language Education
  • General Education
  • High School (Ninth – Twelfth)
  • Literacy Education
  • Math Education
  • Middle School (Grades Sixth – Eight)
  • Other Educational Subfields
  • Science Education
  • Special Education
  • Upper Elementary (Grades Third – Fifth)
  • Writing Education

Mission and Scope

The International Journal of Curriculum Development and Learning Measurement (IJCDLM) publishes research which will serve as an information outlet for researchers, practioners, and policy makers to examine and discuss the positioning of curriculum developments, instructional strategies, and learning. IJCDLM promotes a global vision and dialogue amongst teachers, parents, researchers, and practitioners who want to gain insight into best practices and support decision-making activities related to curriculum and development for a variety of students, Pre-K thru life-long learners.

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming
Contents coming soon!

Editor(s)-in-Chief Biography

Pam Epler (Editor), Ph.D., has a master’s degree in special education and a doctorate degree in curriculum and instruction. Her doctoral research focused on the Response to Intervention (RTI) service delivery model in the secondary educational environment. She has taught and been an administrator in both the public and private sectors, from the elementary through collegiate levels. She currently teaches graduate-level courses and serves as a doctoral chairperson for Grand Canyon University and teaches pre-service undersgraduate students about special education at Youngstown State University. Her research interests include RTI strategies, special education teachers’ roles in RTI, special education service delivery models, and pre-service teachers’ perceptions of special education students, personalized learning and teaching math to at-risk students.


Researchers and practitioners are invited to submit their original empirical research articles 5,000–7,000 words in length. Interested authors must consult the journal’s guidelines for manuscript submissions at prior to submission. All submitted articles will be reviewed on a double-blind review basis by no fewer than 4 members of the journal’s Editorial Review Board. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers and at the sole discretion of the Editor-in-Chief.
All manuscripts must be submitted through the eEditorial Discovery® online submission manager:

All submissions and inquiries should be directed to the attention of:

Pam Epler, PhD
Youngstown State University