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Journal of Curriculum Studies Volume 48, 2016 - Issue 2
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Articles

Teacher autonomy within a flexible national curriculum: development of Shoah (holocaust) education in Israeli state schools

Erik H. CohenView further author information
Pages 167-191 | Published online: 01 Sep 2015

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Read on this site (7)

Maya Gal. (2024) Investigating Holocaust portrayal; a case study in a grade ten Ontario social studies course curriculum and advised textbook. Holocaust Studies 30:1, pages 157-175.
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Julie Bell, Connie Schaffer & Kimberly Gangwish. (2024) Teacher decision making in teaching about the Holocaust through art. Holocaust Studies 30:1, pages 22-46.
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Roy Weintraub. (2023) Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust. Journal of Curriculum Studies 55:6, pages 720-733.
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Adam Haisraeli & Sylvie Fogiel-Bijaoui. (2023) Parental involvement in school pedagogy: a threat or a promise?. Educational Review 75:4, pages 597-616.
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Ana Lucia Lennert da Silva. (2022) Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy 8:2, pages 103-118.
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Michalinos Zembylas, Loizos Loukaidis & Petroula Antoniou. (2020) Teachers’ pedagogical perspectives of the Holocaust in a conflict-affected society: the appropriation of Holocaust Education in Greek-Cypriot secondary schools. Holocaust Studies 26:3, pages 329-353.
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Lauren McArthur Harris, Stephanie F. Reid, Volker Benkert & Jason Bruner. (2019) Investigating comparative genocide teaching in two high school classrooms. Theory & Research in Social Education 47:4, pages 497-525.
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Articles from other publishers (9)

Orit Schwarz-Franco & Linor L. Hadar. (2024) Teachers’ appreciation of autonomy as a personal interpretation of professional reality. Teaching and Teacher Education 141, pages 104501.
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Stefania Manca, Juliana Elisa Raffaghelli & Albert Sangrà. (2023) Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators. British Educational Research Journal 50:1, pages 307-330.
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Danny Doucette, Abigail R. Daane, Angela Flynn, Chris Gosling, Dana Hsi, Clausell Mathis, Andrew Morrison, Shinae Park, Moses Rifkin & Johan Tabora. (2021) Teaching Equity in Chemistry. Journal of Chemical Education 99:1, pages 301-306.
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MILAN MAŠÁT & JANA SLADOVÁ. (2021) MULTILATERAL VIEW OF SHOAH EVENTS THROUGH LITERARY TEXTS. AD ALTA: Journal of Interdisciplinary Research 11:2, pages 188-191.
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Deborah Hartmann. (2020) Geschichte und Gegenwart, eine komplexe Beziehung. Bildung und Erziehung 73:3, pages 242-258.
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Antonio Soto Rosales & Gabriel Travé González. (2018) Las representaciones y prácticas docentes acerca de los materiales curriculares. Cambios y permanencias. Universitas Psychologica 17:5, pages 1-11.
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Michael Polgar. 2018. Holocaust and Human Rights Education. Holocaust and Human Rights Education 129 145 .
Nurit Novis Deutsch, Eila Perkis & Yael Granot-Bein. (2018) Six teaching orientations of Holocaust educators as reflections of teaching perspectives and meaning making processes. Teaching and Teacher Education 71, pages 86-97.
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Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 61 91 .

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