The Curriculum Journal

  vol. 34, n° 4, 11/2023

 

EDITORIAL

• Curriculum making through academic spaces, Stavroula Philippou, Mark Priestley

ORIGINAL ARTICLES

• Reflection of teachers' feelings of curriculum ownership in their curriculum definitions: The example of Estonia, Rain Mikser, Piret Viirpalu, Edgar Krull
• Exploring creative pedagogical practices in secondary visual arts programmes in Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, Andrew Jones
• The policy and practice of mathematics mastery: The effects of neoliberalism and neoconservatism on curriculum reform, Nick Pratt, Julie Alderton
• Problem solving in the mathematics curriculum: From domain-general strategies to domain-specific tactics, Colin Foster
• Mapping mathematical competences across subjects for advanced level qualifications in England, Jennifer Norris, Andrew Noyes
• Teachers' experiences of support for curriculum making a new subject, psychology, Karen Marangio, Ellen Heyting
• Designing online teaching curriculum to optimise learning for all students in higher education, Lynn Sheridan, Amanda Gigliotti
• Household curricula during the COVID-19 pandemic: A collective biography, Zheng Zhang, Rachel Heydon, Le Chen, Lisa Anne Floyd, Hanaa Ghannoum, Susan Ibdah, Ayman Massouti, Jeff Shen, Hisham Swesi

BOOK REVIEW

• Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. K. c. Barton and L. Ho. New York: Routledge. 2021, ISBN: 978-1-003-01010-4, Lori Kratzer

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