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Theory Into Practice Volume 22, 1983 - Issue 3: Curriculum Change/Promise and Practice
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Original Articles

Power: The missing concept in the dominant model of school change

Dianne L. Common Assistant professor of education, Simon Fraser University, Burnaby, British Columbia, Canada
Pages 203-210 | Published online: 16 Aug 2010

Citations (8)

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Read on this site (2)

Sandra Wilde. (1990) Teacher Autonomy and Nonsexist Curriculum: Case Studies from Two Rural Schools. Curriculum Inquiry 20:1, pages 41-62.
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ElsieJ. Alberty & WandaT. May. (1986) Curriculum: Then and now. Theory Into Practice 26:sup1, pages 317-323.
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Articles from other publishers (6)

Aishling Flaherty. 2018. Contemporary Pedagogies in Teacher Education and Development. Contemporary Pedagogies in Teacher Education and Development.
Georgia L. Bracey & Mary L. Stephen. 2016. Computer Supported Education. Computer Supported Education 425 443 .
Poonam Batra. (2012) Empoderamento dos professores entre direito à educação e mudança social. Cadernos de Pesquisa 42:147, pages 920-949.
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Poonam Batra. (2009) Teacher Empowerment. Contemporary Education Dialogue 6:2, pages 121-156.
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Peter Lemish. (1988) Evaluation reflection power-control and the praxis orientation to school-based program development. Studies in Educational Evaluation 14:3, pages 341-359.
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Robert T. Tauber. (2016) French and Raven's Power Bases: A Focus for Educational Researchers and Practitioners. Australian Journal of Education 30:3, pages 256-265.
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