Citations (27)
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Kerry-Ann O’Sullivan & Andy Goodwyn. (2020) Contested territories: English teachers in Australia and England remaining resilient and creative in constraining times. English in Education 54:3, pages 224-238.
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Limin Zhang, Shulin Yu & Hui Liu. (2019) Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese early career, early childhood teachers. Teachers and Teaching 25:7, pages 890-914.
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Sirje Rekkor, Meril Ümarik & Krista Loogma. (2013) Adoption of national curricula by vocational teachers in Estonia. Journal of Vocational Education & Training 65:4, pages 489-506.
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Johan Luttenberg, Klaas
van Veen & Jeroen Imants. (2013) Looking for cohesion: the role of search for meaning in the interaction between teacher and reform. Research Papers in Education 28:3, pages 289-308.
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Louise Hayward & Ernest Spencer. (2010) The complexities of change: formative assessment in Scotland. The Curriculum Journal 21:2, pages 161-177.
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Cheryl Craig. (2010) Change, Changing, and Being Changed: A study of self in the throes of multiple accountability demands. Studying Teacher Education 6:1, pages 63-73.
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Fer Coenders, Cees Terlouw & Sanne Dijkstra. (2008) Assessing Teachers’ Beliefs to Facilitate the Transition to a New Chemistry Curriculum: What Do the Teachers Want?. Journal of Science Teacher Education 19:4, pages 317-335.
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E. Louise Hayward. (2007) Curriculum, pedagogies and assessment in Scotland: the quest for social justice. ‘Ah kent yir faither’. Assessment in Education: Principles, Policy & Practice 14:2, pages 251-268.
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Manfred Lang, Susan Drake & John Olson. (2006) Discourse and the new didactics of scientific literacy. Journal of Curriculum Studies 38:2, pages 177-188.
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Klaas Van Veen & Peter Sleegers. (2006) How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies 38:1, pages 85-111.
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Carolyn Hutchinson & Louise Hayward. (2005) The journey so far: assessment for learning in Scotland. The Curriculum Journal 16:2, pages 225-248.
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Uwe Gellert
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Louise Hayward, Mark Priestley
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Articles from other publishers (14)
Adam Handelzalts, Nienke Nieveen & Jan Van den Akker. 2019. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
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Karim Hamza, Ola Palm, Jenny Palmqvist, Jesús Piqueras & Per-Olof Wickman. (2017) Hybridization of practices in teacher–researcher collaboration. European Educational Research Journal 17:1, pages 170-186.
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Ofomegbe Daniel Ekhareafo & Oroboh Ambrose Uchenunu. 2014. Effects of Information Capitalism and Globalization on Teaching and Learning. Effects of Information Capitalism and Globalization on Teaching and Learning
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Shirley Gray, Justine MacLean & Rosemary Mulholland. (2012) Physical education within the Scottish context. European Physical Education Review 18:2, pages 258-272.
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Cheryl J. Craig. (2012) Tensions in Teacher Development and Community: Variations on a Recurring School Reform Theme. Teachers College Record: The Voice of Scholarship in Education 114:2, pages 1-28.
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Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2011) Do comprehensive school teachers perceive themselves as active professional agents in school reforms?. Journal of Educational Change 13:1, pages 95-116.
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Nancy Law, Allan Yuen & Robert FoxNancy Law, Allan Yuen & Robert Fox. 2011. Educational Innovations Beyond Technology. Educational Innovations Beyond Technology
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Audrey A. Friedman, Hugh T. Galligan, Caitlyn M. Albano & Kathleen O’Connor. (2008) Teacher subcultures of democratic practice amidst the oppression of educational reform. Journal of Educational Change 10:4, pages 249-276.
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Suzanne Perillo. (2007) Tension as an enabling characteristic of innovating in schools. International Journal of Educational Management 21:7, pages 621-633.
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Catherine Simpson Bueker. (2005) Teachers’ Reports of the Effects of a Whole‐School Literacy Reform Model on Teacher Turnover. The Elementary School Journal 105:4, pages 395-416.
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Yngve Troye Nordkvelle & John Olson. (2005) Visions for ICT, Ethics and the Practice of Teachers. Education and Information Technologies 10:1-2, pages 21-32.
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