Παρασκευή 29 Δεκεμβρίου 2023

 

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

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