Cover Image

Editorial 35‐2

Fuente: Wiley Open Access

Saved in:

Bibliographic Details
Main Authors:	Mark Priestley, Stavroula Philippou
Format:	Artículo Open Access
Published:	Wiley 2024
Subjects:	The Curriculum Journal
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus
by: Stavroula Philippou, et al.
Published: (2024)

Curricular justice in a complex world
by: Mark Priestley
Published: (2025)

Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning
by: Richard Pountney, et al.
Published: (2024)

Re‐imagining historical thinking: An Indigenous informed view of history education's philosophical roots
by: Katherine E. Wallace
Published: (2024)

Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system
by: Paul McFlynn, et al.
Published: (2024)

Reflective practice through a metaphor evaluation task: Should multicultural society be a melting pot, a mosaic or something else?
by: Kayvan Shakoury, et al.
Published: (2024)

Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation
by: Moira Hulme, et al.
Published: (2024)

Issue Information
Published: (2024)

Enabling collaborative lesson research
by: Sally Bamber, et al.
Published: (2024)

Perspectives from university tutors on the use of collaborative enquiry‐based approaches to develop pre‐service teachers' pedagogies and understanding of inclusive practice
by: Elizabeth Gregory, et al.
Published: (2024)

Issue Information
Published: (2024)

Stenhouse in Scotland and England: Context and culture in curriculum development
by: Walter Humes
Published: (2024)

Is it quality writing instruction? A critical examination of centralised curriculum materials from the NSW English curriculum reform
by: Deb Brosseuk, et al.
Published: (2024)

Issue Information
Published: (2024)

Exploring the hidden canvas: Conceptualisations of nature in early years curricula and standard documents in Turkey
by: Vahide Yiğit‐Gençten, et al.
Published: (2024)

The effect of experiential learning on academic achievement of children aged 4–14: A rapid evidence assessment
by: Emily Ranken, et al.
Published: (2024)

Understanding the Hong Kong music curriculum through the lenses of posthumanism, postcolonialism, and poststructural psychoanalysis
by: Chi Kai Lam
Published: (2024)

The modality of historical thinking in the latest Greek primary school curriculum and the new challenges in history education
by: Kyriaki Fardi
Published: (2024)

Issue Information
Published: (2024)

The Norwegian legacy of resisting formal grading
by: Henning Fjørtoft, et al.
Published: (2024)

From boundary maintenance to boundary crossing: Geography in the Norwegian national curriculum
by: Ingrid Løken, et al.
Published: (2024)

Curriculum in Professional Practice: Innovations in higher education
by: Grace Healy, et al.
Published: (2024)

Close to practice research as a means of rethinking elements of student–teacher's classroom practice
by: Karen Blackmore, et al.
Published: (2024)

Teachers as macro curriculum makers: Mandate and influence in the Norwegian LK20
by: Tiril Smerud Finnanger
Published: (2024)

The place for disciplinary knowledge: Teacher insights into interdisciplinary learning from international schools
by: Hermione Paddle
Published: (2024)

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators
by: Rieke van Bemmel, et al.
Published: (2024)

Unique practices in teaching affective learning in a higher education applied curriculum
by: Evora Mais‐Thompson, et al.
Published: (2024)

Barriers to curriculum accessibility for students with visual impairment in general education setting: The experience of lower secondary school students in Senegal
by: Mbaye Dieng Diasse, et al.
Published: (2024)

Powerful knowledge and the 2022 Swedish social studies curriculum
by: Mattias Börjesson, et al.
Published: (2024)

The stability and acceptance of the “system of competency‐based curriculum design” framework: Perspectives of teachers
by: Hsiao‐Fang Lin, et al.
Published: (2024)

Undoing discourses of deficit with EAL learners: The centrality of social relations in teachers' curriculum work
by: Jennifer Alford
Published: (2024)

Curriculum in Professional Practice: A spotlight on professionalism‐in‐context through dialogue
by: Grace Healy, et al.
Published: (2024)

Curriculum in Professional Practice: Enacting agency in curriculum‐making
by: Grace Healy, et al.
Published: (2024)

Transforming higher education: Insights from the Cambridge Handbook of Undergraduate Research By Harald A.Mieg, Elizabeth L.Ambos, AngelaBrew, JudithLehmann, and Dominique M.Galli, Cambridge University Press. 2022. ISBN 978‐1‐108‐83592‐3 Hardback.
by: Nicole Messi
Published: (2024)

Affective responses to curriculum making in Aotearoa New Zealand
by: John Etty
Published: (2024)

Evaluating contexts for implementing a competency‐based curriculum in south and eastern Africa: A meta‐narrative review
by: Mutseekwa Christopher, et al.
Published: (2024)

Exploring the alignment between Australian university graduate attributes and emotional intelligence competencies
by: Kristina Turner, et al.
Published: (2024)

Curriculum in early childhood education: Global policy discourses and country‐level responses in Aotearoa New Zealand and England
by: Elizabeth Wood, et al.
Published: (2024)

Why aren't we teaching this? Smart local energy systems and the young person's perspective
by: Charlie Ingram, et al.
Published: (2024)

‘Acceptance of diversity’…but not too much? (Restricted) pathways towards transgender and intersex inclusivity in sex education curriculum guidelines
by: Ayla Fedorchenko
Published: (2024)