Curriculum in Professional Practice: Critical approaches to navigating policy.
- Published in:
- Curriculum Journal, 2024, v. 35, n. 4, p. 722, doi. 10.1002/curj.303
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- Publication type:
- Article
Works matching IS 09585176 AND DT 2024 AND VI 35 AND IP 4
Results: 16
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Reflections on the new curricular framework for vision impaired learners in Scotland.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 732, doi. 10.1002/curj.292
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- Article
3
The Stenhouse legacy and the development of an applied research in education tradition.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 706, doi. 10.1002/curj.291
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- Article
4
Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 535, doi. 10.1002/curj.290
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- Article
5
Future curriculum‐makers: The role of professional experience placements as sites of learning about curriculum‐making for preservice teachers.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 652, doi. 10.1002/curj.252
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- Article
6
Towards a motivating language acquisition curriculum.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 727, doi. 10.1002/curj.287
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- Article
7
Recontextualising Stenhouse: Instantiations of the 'teacher as researcher' metaphor in Greece and Cyprus.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 567, doi. 10.1002/curj.286
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- Article
8
Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 637, doi. 10.1002/curj.282
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- Article
9
Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 673, doi. 10.1002/curj.272
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- Article
10
Moving from transmissive to transformative: Closing the policy‐practice gap in teacher professional learning in Scotland.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 724, doi. 10.1002/curj.289
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- Article
11
Sustaining professionalism: Teachers as co‐enquirers in curriculum design.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 622, doi. 10.1002/curj.267
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- Article
12
Enabling collaborative lesson research.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 605, doi. 10.1002/curj.263
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- Article
13
Close to practice research as a means of rethinking elements of student–teacher's classroom practice.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 586, doi. 10.1002/curj.262
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- Article
14
Stenhouse in Scotland and England: Context and culture in curriculum development.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 549, doi. 10.1002/curj.260
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- Article
15
Rethinking student teachers' professional learning in Wales: Promoting reflection‐in‐action.
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- Curriculum Journal, 2024, v. 35, n. 4, p. 690, doi. 10.1002/curj.271
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- Article
16
Issue Information.
- Published in:
- Curriculum Journal, 2024, v. 35, n. 4, p. i, doi. 10.1002/curj.212
- Publication type:
- Article