The Curriculum Journal

 Vol. 33, n°4, 11/2022

 

• Crisis-ready educational design: The case of mathematics, Colin Foster, Hugh Burkhardt, Alan Schoenfeld
• Social tensions in studying ancient history, Frances Foster, Juliette Wise
• Values-led curriculum co-creation: A curriculum re-innovation case study, Adam Galpin, David Beevers, Simon Cassidy, Ben Short, Maria Panagiotidi, Robert C. A. Bendall, Eileen Quigley, Catherine Thompson
• Differentiated instruction within senior secondary curriculum frameworks: A small-scale study of teacher views from an independent South Australian school, Tom Porta, Nicole Todd
• Tight-loose: Understanding variability, trade-offs and felt accountability across the curriculum-pedagogy-assessment dynamic, Suzanne Trask, Bronwen Cowie
• Rethinking textbooks as active social agents in interpretivist research, Daeyoung Goh
• The effect of a general versus narrow undergraduate curriculum on graduate specialization: The case of a Dutch liberal arts college, Milan Kovačević
• Responsive curriculum development for professional education: Different teams, different tales, Joyce Vreuls, Mieke Koeslag-Kreunen, Marcel van der Klink, Loek Nieuwenhuis, Henny Boshuizen

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