Citations (92)
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Tiril Smerud Finnanger & T. S. Prøitz. (2024) Teachers as national curriculum makers: does involvement equal influence?. Journal of Curriculum Studies 56:2, pages 220-234.
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Fatih Karatas & Seval Fer. (2024) Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design. Journal of Curriculum Studies 56:1, pages 107-123.
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Anna C. van der Want & Jacobiene A. Meirink. (2023) Facilitator actions in teacher teams. Professional Development in Education 49:2, pages 257-272.
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Wonyong Park, Sibel Erduran, Jinwoong Song & Minchul Kim. (2023) “It’s a lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning. International Journal of Science Education 45:3, pages 181-203.
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Floor Binkhorst, Cindy Poortman, Susan McKenney & Wouter van Joolingen. (2022) Leadership in teacher design teams for professional development: research synthesis and applications for coaches. Irish Educational Studies 0:0, pages 1-21.
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Erica Bouw, Ilya Zitter & Elly de Bruijn. (2021) Multilevel design considerations for vocational curricula at the boundary of school and work. Journal of Curriculum Studies 53:6, pages 765-783.
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Ari Tuhkala, Antti Ekonoja & Raija Hämäläinen. (2021) Tensions of student voice in higher education: Involving students in degree programme curricula design. Innovations in Education and Teaching International 58:4, pages 451-461.
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Christine P. Trinter & Hilary E. Hughes. (2021) Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle. RMLE Online 44:3, pages 1-16.
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Dylan Scanlon, Ann MacPhail & Antonio Calderon. (2020) Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education. Sport, Education and Society 25:7, pages 788-801.
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Desireé Scholtz. (2020) Qualifications development for an unknown future. Journal of Curriculum Studies 52:3, pages 413-427.
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Darío Luis Banegas. (2019) Language curriculum transformation and motivation through action research. The Curriculum Journal 30:4, pages 422-440.
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Sinem Hizli Alkan & Mark Priestley. (2019) Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies 51:5, pages 737-754.
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Elizabeth Isidro. (2019) Transactions in doing design-based research for designing curriculum: a self-study. Reflective Practice 20:1, pages 85-96.
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Eleni A. Kyza & Iolie Nicolaidou. (2017) Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development. CoDesign 13:4, pages 261-286.
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Maha Ellili-Cherif & Hala Mohamed Hadba. (2017) Fidelity to and satisfaction with prescribed curriculum in an Arab educational context: ESL teachers' perspective. The Curriculum Journal 28:3, pages 367-388.
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Charlotte Lærke Weitze. (2017) Designing pedagogical innovation for collaborating teacher teams. Journal of Education for Teaching 43:3, pages 361-373.
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Rain Mikser, Anita Kärner & Edgar Krull. (2016) Enhancing teachers’ curriculum ownership via teacher engagement in state-based curriculum-making: the Estonian case. Journal of Curriculum Studies 48:6, pages 833-855.
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Heleen Becuwe, Jo Tondeur, Natalie Pareja Roblin, Jeroen Thys & Els Castelein. (2016) Teacher design teams as a strategy for professional development: the role of the facilitator. Educational Research and Evaluation 22:3-4, pages 141-154.
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Leonor Margalef & Natalie Pareja Roblin. (2016) Unpacking the roles of the facilitator in higher education professional learning communities. Educational Research and Evaluation 22:3-4, pages 155-172.
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Nabeel M. Albashiry, Joke M. Voogt & Jules M. Pieters. (2015) Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency?. The Curriculum Journal 26:4, pages 601-624.
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Tjark Huizinga, Adam Handelzalts, Nienke Nieveen & Joke Voogt. (2015) Fostering teachers' design expertise in teacher design teams: conducive design and support activities. The Curriculum Journal 26:1, pages 137-163.
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Tina Gryson, Katrien Strubbe, Tony Valcke & Ruben Vanderlinde. 2024. Lifelong Learning - Education for the Future World [Working Title]. Lifelong Learning - Education for the Future World [Working Title].
Sarah Jane Kaka, Lauren M. Colley & Ryan Suskey. (2023) A steep hill to climb: lessons from professional development on inquiry creation. Social Studies Research and Practice 18:2, pages 110-120.
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Rain Mikser, Piret Viirpalu & Edgar Krull. (2023) Reflection of teachers' feelings of curriculum ownership in their curriculum definitions: The example of Estonia. The Curriculum Journal 34:4, pages 542-557.
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Li-Yu Chen, Wei-Wei Zhou, Wen-Zhe Hsieh & Rung-Jiun Chou. (2023) Establishing a professional learning community for cultivating future design talents using a ‘peer coaching’ mechanism. Heliyon 9:10, pages e20906.
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Iresha Gayani Ratnayake & Eugenia Taranto. (2023) Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks. Trends in Higher Education 2:4, pages 546-569.
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Sílvia de Almeida & Joana Viana. (2022) Teachers as curriculum designers: What knowledge is needed?. The Curriculum Journal 34:3, pages 357-374.
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Judith Kneen, Thomas Breeze, Emma Thayer, Vivienne John & Sian Davies-Barnes. (2021) Pioneer teachers: How far can individual teachers achieve agency within curriculum development?. Journal of Educational Change 24:2, pages 243-264.
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Soraia Marino. 2023. Handbook of Research on Current Advances and Challenges of Borderlands, Migration, and Geopolitics. Handbook of Research on Current Advances and Challenges of Borderlands, Migration, and Geopolitics
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Jingwan Tang, Xiaofei Zhou, Xiaoyu Wan, Michael Daley & Zhen Bai. (2022) ML4STEM Professional Development Program: Enriching K-12 STEM Teaching with Machine Learning. International Journal of Artificial Intelligence in Education 33:1, pages 185-224.
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Frackson Mumba, Alexis Rutt & Vivien Mweene Chabalengula. (2022) Representation of Science and Engineering Practices and Design Skills in Engineering Design-Integrated Science Units Developed by Pre-service Teachers. International Journal of Science and Mathematics Education 21:2, pages 439-461.
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Wang Xiaofang & Wong L.N. Jocelyn. (2023) Tracing teacher knowledge transformation across multiple levels in collaborative curriculum design: A comparative case study in China. International Journal of Educational Research 118, pages 102153.
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Juan Jose Aciego, Alicia Claros Colome, Ignacio Gonzalez-Prieto, Angel Gonzalez-Prieto & Mario J. Duran. (2022) A Long-Life Predictive Guidance with Homogeneous Competence Promotion for University Teaching Design. Education Sciences 13:1, pages 31.
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Rizzamila R. Superio. (2022) Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions. International Journal of ADVANCED AND APPLIED SCIENCES 9:11, pages 20-33.
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Rebecca A. Maynard, Rebecca N. Baelen, David Fein & Phomdaen Souvanna. (2020) Using Iterative Experimentation to Accelerate Program Improvement: A Case Example. Evaluation Review 46:5, pages 469-516.
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Kristin Elwood & Michelle E. Jordan. (2022) Development of the Design Thinking and Instructional Lessons (DTAIL) model: a creative approach for teachers. Educational technology research and development 70:5, pages 1781-1807.
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Jeanna R. Wieselmann, Marc T. Sager & Brynn C. Price. (2022) STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units. Education Sciences 12:9, pages 626.
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Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger, Lisa Maria Schäfer, Ariane Rickenbacher & Katharina Maag Merki. (2022) Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement. Teaching and Teacher Education 116, pages 103774.
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Suherman Suherman & Tibor Vidákovich. (2022) Assessment of mathematical creative thinking: A systematic review. Thinking Skills and Creativity 44, pages 101019.
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Melinda Gagaza & Celina Sarmiento. (2022) Investigating Mathematics Teachers’ Perceived Design Thinking Mindset and Related Factors. Investigating Mathematics Teachers’ Perceived Design Thinking Mindset and Related Factors.
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Jolien De Meester, Mieke De Cock, Greet Langie & Wim Dehaene. (2021) The Process of Designing Integrated STEM Learning Materials: Case Study towards an Evidence-based Model. European Journal of STEM Education 6:1, pages 10.
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Mia Heikkilä. (2020) Finnish teachers’ participation in local curriculum development: A study of processes in five school contexts. Policy Futures in Education 19:7, pages 752-769.
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Shravya Thandlam Sudhindra & Lucienne T.M. Blessing. (2021) A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT. Proceedings of the Design Society 1, pages 91-100.
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Boukje Compen & Wouter Schelfhout. (2021) Collaborative Curriculum Design in the Context of Financial Literacy Education. Journal of Risk and Financial Management 14:6, pages 234.
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Melissa Warr & Punya Mishra. (2021) Integrating the discourse on teachers and design: An analysis of ten years of scholarship. Teaching and Teacher Education 99, pages 103274.
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Burcu GÜRKAN. (2021) Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP. Participatory Educational Research 8:1, pages 176-199.
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Boukje Compen & Wouter Schelfhout. (2020) The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study. Education Sciences 10:10, pages 263.
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Tereza Cahlikova. (2020) The implementation of a digital curriculum on the local level. The implementation of a digital curriculum on the local level.
Y. Leeman, N. Nieveen, F. de Beer & J. van der Steen. (2020) Teachers as curriculum‐makers: the case of citizenship education in Dutch schools. The Curriculum Journal 31:3, pages 495-516.
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Majella Dempsey & Ann O’Shea. (2019) The role of task classification and design in curriculum making for preservice teachers of mathematics. The Curriculum Journal 31:3, pages 436-453.
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Cassie F. Quigley, Dani Herro, Elizabeth King & Holly Plank. (2020) STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science Education and Technology 29:4, pages 499-518.
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Claire Sinnema, Nienke Nieveen & Mark Priestley. (2020) Dyfodol llwyddiannus, cwricwlwm llwyddiannus: Beth all Cymru ei ddysgu o ddiwygio cwricwla mewn gwledydd eraill?. The Curriculum Journal 31:2.
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Claire Sinnema, Nienke Nieveen & Mark Priestley. (2020) Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?. The Curriculum Journal 31:2, pages 181-201.
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Sevda DOĞAN DOLAPÇIOĞLU. (2020) Düşünen Sınıf Materyallerinin (DSM) PISA Okuma Becerileri Üzerinde EtkisiEffect of Materials for Thinking Classroom (MTC) on PISA Reading Literacy. Ana Dili Eğitimi Dergisi 8:1, pages 196-210.
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Herma Jonker, Virginie März & Joke Voogt. (2019) Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum. Studies in Educational Evaluation 61, pages 138-149.
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