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1. The doing of Danish Upper Secondary School in 1968. Student papers as cases of negotiation surrounding the curriculum.

2. Situating potentially and kinetically powerful knowledges: the power of meaning-making and social change.

3. Reconceptualizing open schooling: towards a multidimensional model of school openness.

4. Who’s indoctrinating whom?: searching for anti-racist ideology in educational policy since 2020.

5. Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities.

6. The power of exemplarity in religious education.

7. Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies.

8. Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden.

9. Materialities of progressive curriculum reform: a case study of one kindergarten classroom.

10. The palimpsests of knowledge.

11. Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education.

12. Conceptualizing United States democracy: insights from government content standards.

13. Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness.

14. Curriculum theory and the question of knowledge: a response to the six papers.

15. Problem spaces in STEM inquiry: a case analysis of an integrated curriculum.

16. On the intellectual horizons of social realism: a response to Barton.

17. IB-PYP curriculum and teachers' roles within IB-PYP.

18. Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study.

19. Accessibility and specialization in the work of Michael Young.

20. Social realism and school history: the role of the historical discipline in substantive knowledge selection.

21. Conceptualizing powerful knowledge in economics.

22. Taking modelling beyond ‘teaching morally’ and ‘teaching morality’.

23. The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence.

24. Education, the new politics of differentiation and ordinal citizenship.

25. Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context.

26. Taking 'Asia as method' seriously in decolonizing comparative curriculum studies in South Korea.

27. Repeating and growing patterns in early mathematics textbooks.

28. The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education.

29. Grounded collaborative learning: on the misperceived relevance of philosophy in Africa.

30. Teacher curriculum competence: how teachers act in curriculum making.

31. Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans].

32. School history, identity and ethnicity: an examination of the experiences of young adults in England.

33. Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects.

34. Curriculum as policy text: shifting the gaze of South African curriculum implementation research.

35. Framing curriculum making: bureaucracy and couplings in school administration.

36. Knowledge and the New Zealand curriculum 'refresh'.

37. "Safety" and "integration": examining the introduction of disaster into the science curriculum in South Korea.

38. Children's agentic capacity, schoolification and risk: competing discourses and young children's experiences in pre-school settings.

39. Compassionate anger as a mobilizer for social justice: feelings application in curriculum design.

40. Curriculum matters: educational tools for troubled times.

41. 'Literacy for labour' in the competency-based VET in Finland.

42. Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change.

43. Wilhelm von Humboldt's Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept.

44. Narrative and analytical interplay in history texts: recalibrating the historical recount genre.

45. Vectors of change in higher education curricula.

46. Rethinking society and knowledge in Finnish social studies textbooks.

47. Neuroscience and the Northern Ireland Curriculum: 2020, and the warning signs remain.

48. Teachers' sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts.

49. Teaching Racial History: Enacting Curriculum in Discretionary Spaces.

50. Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum.