The Curriculum Journal

  Vol. 33, n°1, 3/2022

 

• Editorial, Stavroula Philippou, Mark Priestley

ORIGINAL ARTICLES

• Low attainment in mathematics: An analysis of 60 years of policy discourse in England, Jeremy Hodgen, Colin Foster, Margaret Brown
• Progressive pedagogies made visible: Implications for equitable mathematics teaching, Pete Wright, Alba Fejzo, Tiago Carvalho
• Cross-national comparisons of inquiry learning in secondary geography curricula, Shu Jun Lee, Jeana Kriewaldt, Margaret Roberts
• Designing new learning environments: An innovative pedagogical perspective, Irit Sasson, Itamar Yehuda, Shirley Miedijensky, Noam Malkinson
• Whose voice is it anyway? Narrative perspectives within the Scottish and Swedish Science curricula, Jakob Billmayer, Stephen P. Day
• “We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia, Mohammad Arsyad Arrafii
• ESL curriculum with a heuristic anchorage: Tokenist discourses and the epistemology of community service education, Ranamukalage Chandrasoma

BOOK REVIEWS

• What Schools Should Teach: Disciplines, Subjects and the Pursuit of Truth, Elizabeth Rata
• Knowing History in Schools—Powerful Knowledge and the Powers of Knowledge, Barbara Ormond

https://bera-journals.onlinelibrary.wiley.com/toc/14693704/current