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Curriculum in early childhood education: critical questions about content, coherence, and control
Wiley | 2016|Publisher: Routledge -
‘Complete freedom to choose within limits’ – teachers’ views of curricular autonomy, agency and control in Estonia, Finland and Germany
Wiley | 2018|Publisher: Routledge -
Teachers’ conceptualization and enactment of twenty‐first century competences: exploring dimensions for new curricula
Wiley | 2018|Publisher: Routledge -
Learner agency and the curriculum: a critical realist perspective
Wiley | 2019|Publisher: Routledge -
Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens
Wiley | 2019|Publisher: Routledge -
Dynamic and shared sense‐making in large‐scale curriculum reform in school districts
Wiley | 2018|Publisher: Routledge -
A story of culture and teaching: the complexity of teacher identity formation
Wiley | 2017|Publisher: Routledge -
Supporting teacher responsiveness in assessment for learning through disciplined noticing
Wiley | 2018|Publisher: Routledge -
Teachers’ engagement with published research: addressing the knowledge problem a
Wiley | 2015|Publisher: Routledge -
Learning intentions and success criteria: learners' and teachers' views
Wiley | 2016|Publisher: Routledge -
Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students
Wiley | 2018|Publisher: Routledge -
Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism
Wiley | 2014|Publisher: Routledge -
Teachers’ curriculum agency in teaching a standards‐based curriculum
Wiley | 2018|Publisher: Routledge -
Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand
Wiley | 2014|Publisher: Routledge -
On the politics and ambition of the ‘turn’: unpacking the relations between Future 1 and Future 3
Wiley | 2019|Publisher: Routledge
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