Why Read Our Journals

WHY READ OUR JOURNALS?

Continuing Education: Each of the CSI's peer-reviewed journals focuses on contemporary issues, scholarly research, discovery, and evidence-based practices that will elevate readers' professional development.

Germane Reference: The CSI's journals are a vital resource for students, practitioners, and professionals in the fields of education, business, and behavioral sciences interested in relevant, leading-edge, academic research.

Diversity: The CSI’s peer-reviewed journals highlight a variety of study designs, scientific approaches, experimental strategies, methodologies, and analytical processes representing diverse philosophical frameworks and global perspectives

Broad Applicability: The CSI's journals provide research in the fields of education, business and behavioral sciences specialties and dozens of related sub-specialties.

Academic Advantage: The CSI's academically and scientifically meritorious journal content significantly benefits faculty and students.

Scholarship: Subscribing to the CSI's journals provides a forum for and promotes faculty research, writing, and manuscript submission.

Choice of Format: Institutions can choose to subscribe to our journals in digital or print format.

Addressing Social Justice Education through Children’s Literature in Early Childhood Young Mi Chang, Ohio Dominican University Mathew D. Conley, Ohio Dominican University

An Examination of the Louisiana Testing Accountability System: Recommendations for Equitable Changes that Impact Traditionally Marginalized Students and Schools John W. Hatcher III, Southeastern Louisiana University Joseph Brown

At-risk High School Students and High Prestige Extracurricular Activities John P. McClure, Saint Mary’s University Todd Redalen

Community Groups: A Strategy to Promote Connectedness in Online Courses Erin F. Klash, Auburn University at Montgomery

Lesson Study with Pre-service Teachers: Learning to Teach English Language Learners Rosemarie Michaels, Dominican University of California

Mathematics Lesson Study in Elementary Pre-service Teacher Preparation Rosemarie Michaels, Dominican University of California

Sources of Academic Self-efficacy & Academic Performance in Online Learning Jennifer Miller, Tougaloo College Jillian Skelton

Towards an Understanding of an Institution: The Perceived Legitimacy of Online Business Degree Programs Roy H. Keller, Murray State University Jacob A. Voegel, Coastal Carolina University Matthew R. Peters, Lander University

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