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Petr Kácovský, Tereza Jedličková, Radim Kuba, Marie Snětinová, Petra Surynková, Matěj Vrhel & Eva Stratilová Urválková. (2022) Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia. Journal of Curriculum Studies 54:3, pages 384-405.
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Soo Bin Jang. (2022) Creating entrepreneurs: National curriculum change in South Korea. Curriculum Inquiry 52:1, pages 51-74.
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Siobhan Dickens. (2021) Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis. Journal of Curriculum Studies 53:5, pages 692-710.
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Eloísa Bordoli. (2021) Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008–2019). Comparative Education 57:1, pages 67-82.
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James Miles. (2021) Curriculum reform in a culture of redress: how social and political pressures are shaping social studies curriculum in Canada. Journal of Curriculum Studies 53:1, pages 47-64.
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Maiju Saarreharju, Satu Uusiautti & Kaarina Määttä. (2020) “It goes beyond the fundamentals of sex and education.” Analysis on the online commenting on the curriculum reform in Ontario. International Journal of Adolescence and Youth 25:1, pages 609-623.
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Mike Zapp. (2019) Empowerment for individual agency: an analysis of international organizations’ curriculum recommendations. Globalisation, Societies and Education 17:2, pages 231-260.
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Kerry Renwick. (2017) Same same but different: curriculum representations of health education. Asia-Pacific Journal of Health, Sport and Physical Education 8:3, pages 273-288.
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Ian Westbury. (2016) Talk, decisions, and action in curriculum-making: reflections on the ILS and L97 case studies. Journal of Curriculum Studies 48:6, pages 803-814.
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Ian Westbury & Kirsten Sivesind. (2016) State-based curriculum-making, Part 2, the tool-kit for the state’s curriculum-making. Journal of Curriculum Studies 48:6, pages 757-765.
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Kirsten Sivesind & Ian Westbury. (2016) State-based curriculum-making, Part I. Journal of Curriculum Studies 48:6, pages 744-756.
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Articles from other publishers (14)
Lauri Kõlamets, Heili Kasuk, Jack Holbrook & Rachel Mamlok-Naaman. (2023) THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY. Journal of Baltic Science Education 22:4, pages 653-667.
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Ebru Ozturk‐Akar. (2022) State‐based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum. The Curriculum Journal 34:2, pages 298-314.
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Vojtěch Žák & Petr Kolář. (2023) Physics curriculum in upper secondary schools: What leading physicists want. Science Education 107:3, pages 677-712.
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Desfita Sari & Nenny Mahyuddin. (2023) Strategi Pendekatan Kurikulum Pendidikan Anak Usia Dini dengan Pembelajaran Tematik Integratif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:1, pages 685-708.
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Berit Karseth & Ninni Wahlström. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Louisa Tomas, Reece Mills & Fiona Gibson. (2021) “It’s kind of like a cut and paste of the syllabus”: a teacher’s experience of enacting the Queensland Earth and Environmental Science syllabus, and implications for Education for Sustainable Development. The Australian Educational Researcher 49:2, pages 445-461.
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Umi Uzlah & Dadan Suryana. (2022) Kompetensi Guru PAUD Mengimplementasikan Kurikulum 2013. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:5, pages 3921-3930.
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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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Daniel Abril-López, María del Carmen Morón-Monge, Hortensia Morón-Monge & José María Cuenca-López. (2020) The Treatment of Socioeconomic Inequalities in the Spanish Curriculum of the Compulsory Secondary Education (ESO): An Opportunity for Interdisciplinary Teaching. Social Sciences 9:6, pages 94.
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Bill Green. (2019) National curriculum? – a concluding note. Curriculum Perspectives 39:2, pages 205-206.
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Vojtěch Žák & Petr Kolář. Physicists as key players in developing a new physics curriculum. Physicists as key players in developing a new physics curriculum.
Zongyi Deng. (2018) Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education 72, pages 155-164.
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