Editorial.
- Published in:
- Journal of Social Science Education, 2022, v. 21, n. 1, p. 1, doi. 10.11576/jsse5274
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- Publication type:
- Article
Works matching IS 16119665 AND DT 2022 AND VI 21 AND IP 1
Results: 9
1
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Teaching issues perceived to be controversial in history: Estonian teachers’ epistemic cognition.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 99, doi. 10.11576/jsse-4450
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- Article
3
Space for linguistic and civic hybridity? The case of Social Sciences in the Language Introduction Programme in Sweden.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 55, doi. 10.11576/jsse-4428
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- Article
4
Twenty-five years of the European dimension in education in Croatia: Research origins, theoretical deficiencies, and the future development pathway.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 176, doi. 10.11576/jsse-4261
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- Article
5
Teaching social studies with mind and intelligence games: A study of teacher candidates’ views and experience.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 127, doi. 10.11576/jsse-4174
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- Article
6
Material interpolations: Youth engagement with inclusive and exclusionary citizenship discourses.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 77, doi. 10.11576/jsse-3514
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- Article
7
Cultivating student participation in the context of mock elections in schools: Practices and constraints in secondary education in the Netherlands.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 33, doi. 10.11576/jsse-3430
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- Article
8
Trouble making? Addressing irritation in innovativeness education.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 155, doi. 10.11576/jsse-3394
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- Article
9
Youth participation and citizenship education: An analysis of relations in four European countries.
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- Journal of Social Science Education, 2022, v. 21, n. 1, p. 4, doi. 10.11576/jsse-1454
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- Article