Journal of Curriculum Studies
Vol. 56, n°3, 4/ 2024
- Knowledge without disciplines: a critique of social realism’s disciplinary fixation, Keith C. Barton
- Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications, Horst Bayrhuber & Volker Frederking
- Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study, Margot Joris & W. Sanderse
- Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism, Jina Ro
- The purposes of historical canons in multicultural history education, Wouter Smets
- The doing of Danish Upper Secondary School in 1968. Student papers as cases of negotiation surrounding the curriculum, Anders Ljungdalh & Ane Qvortrup
- The power of exemplarity in religious education, David Lewin & Morten Timmermann Korsgaard
- From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008, Mati Keynes
- IB-PYP curriculum and teachers’ roles within IB-PYP, Erdem Aksoy & Derya Bozdoğan
Δεν υπάρχουν σχόλια:
Δημοσίευση σχολίου