Citations (57)
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Graham McPhail, Barbara Ormond & Alexis Siteine. (2023) Knowledge and the New Zealand curriculum ‘refresh’. Journal of Curriculum Studies 55:5, pages 509-526.
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Jim Gleeson. (2023) Integrating faith-based perspectives across the curriculum in Queensland Catholic schools: the potential of Catholic social teaching. International Studies in Catholic Education 0:0, pages 1-16.
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Simoni Symeonidou. (2022) Teacher education for inclusion and anti-oppressive curriculum development: innovative approaches informed by disability arts and narratives. International Journal of Inclusive Education 26:7, pages 659-673.
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Katherine Stewart. (2022) Troubled transition? The relationship between curriculum for excellence geography and Scottish undergraduate geography. Scottish Geographical Journal 138:1-2, pages 159-183.
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Jorunn Spord Borgen, Bjørg Oddrun Hallås, Knut Løndal, Kjersti Mordal Moen & Egil Galaaen Gjølme. (2021) Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools. Sport, Education and Society 26:3, pages 239-252.
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Lauren Vincent, W. Timmons & R. Mulholland. (2021) The challenges of providing a quality certificated dance education within secondary schools – findings from a comparative study exploring the experiences of eight English and Scottish dance teachers.. Research in Dance Education 22:1, pages 38-55.
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Malcolm Thorburn. (2020) Personal well-being and curriculum planning: a critical comparative review of theory, policy and practice coherence. Educational Review 72:6, pages 785-799.
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Jim Gleeson, Valentina Klenowski & Anne Looney. (2020) Curriculum change in Australia and Ireland: a comparative study of recent reforms. Journal of Curriculum Studies 52:4, pages 478-497.
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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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Sofya Lyakhova, Marie Joubert, Mary Margaret Capraro & Robert M. Capraro. (2019) Designing a curriculum based on four purposes: let mathematics speak for itself. Journal of Curriculum Studies 51:4, pages 513-529.
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Lauri Palsa & Pekka Mertala. (2019) Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework. Nordic Journal of Studies in Educational Policy 5:2, pages 114-126.
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Meng Tian & Mika Risku. (2019) A distributed leadership perspective on the Finnish curriculum reform 2014. Journal of Curriculum Studies 51:2, pages 229-244.
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Paul Adams & Jemima Anderson. (2019) Moderation and the primary school context. Education 3-13 47:1, pages 1-17.
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Larissa McLean Davies & Wayne Sawyer. (2018) (K)now you see it, (k)now you don’t: literary knowledge in the Australian Curriculum: English. Journal of Curriculum Studies 50:6, pages 836-849.
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Daniel Alvunger. (2018) Teachers’ curriculum agency in teaching a standards-based curriculum. The Curriculum Journal 29:4, pages 479-498.
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Lee Jerome. (2018) What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: A Journal of Comparative and International Education 48:4, pages 483-499.
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Carl-Henrik Adolfsson. (2018) Upgraded curriculum? An analysis of knowledge boundaries in teaching under the Swedish subject-based curriculum. The Curriculum Journal 29:3, pages 424-440.
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Barbara Mary Ormond. (2017) Curriculum decisions – the challenges of teacher autonomy over knowledge selection for history. Journal of Curriculum Studies 49:5, pages 599-619.
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Ewa Bergqvist & Tomas Bergqvist. (2017) The role of the formal written curriculum in standards-based reform. Journal of Curriculum Studies 49:2, pages 149-168.
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Dominic Wyse, Louise Hayward, Kay Livingston & Steve Higgins. (2016) Knowledge across the curriculum. The Curriculum Journal 27:3, pages 295-297.
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Marco Kalz. (2023) Zurück in die Zukunft?. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, pages 332-352.
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Gareth Bates & Steve Connolly. (2022) ‘Different people, different backgrounds, different identities’: Filling the vacuum created by policy views of ‘cultural capital’. The Curriculum Journal 34:3, pages 505-520.
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Ana Cristina Torres, Tracey Peace-Hughes & Mark Priestley. (2023) Student Transition to Scotland’s Senior Phase of Schooling ‐ Academic Experiences and Course Choices. Curriculum and Teaching 38:1, pages 7-26.
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Päivi Nilivaara & Tiina Soini. (2023) Alternative futures of Finnish comprehensive school. Policy Futures in Education, pages 147821032311736.
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Christine Winter & David Hyatt. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Anniken Hotvedt Sundby & Berit Karseth. (2021) ‘The knowledge question’ in the Norwegian curriculum. The Curriculum Journal 33:3, pages 427-442.
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Taylor Alexander Hughson. (2022) Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021. New Zealand Journal of Educational Studies 57:1, pages 53-67.
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Neil MorrowElizabeth RataTanya Evans. (2022) The New Zealand mathematics curriculum: A critical commentary. STEM Education 2:1, pages 59.
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Taylor A. Hughson. (2020) Learnification and the outcomes‐focused curriculum: The case of secondary school English in Aotearoa New Zealand. The Curriculum Journal 32:4, pages 652-666.
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Daniel Alvunger. (2021) Curriculum making and knowledge conceptions in classrooms in the context of standards‐based curricula. The Curriculum Journal 32:4, pages 607-625.
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Bronwyn E. Wood & Mark Sheehan. (2020) Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand. The Curriculum Journal 32:3, pages 495-509.
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Peter Twining, Deirdre Butler, Petra Fisser, Margaret Leahy, Chris Shelton, Nadine Forget-Dubois & Michel Lacasse. (2020) Developing a quality curriculum in a technological era. Educational Technology Research and Development 69:4, pages 2285-2308.
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Elizabeth Rata. (2021) The Curriculum Design Coherence Model in the Knowledge‐Rich School Project. Review of Education 9:2, pages 448-495.
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Mikko A. Niemelä. (2020) Crossing curricular boundaries for powerful knowledge. The Curriculum Journal 32:2, pages 359-375.
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Judith Kneen, Thomas Breeze, Sian Davies‐Barnes, Vivienne John & Emma Thayer. (2020) Integreiddio’r cwricwlwm: yr heriau sy’n wynebu ysgolion cynradd ac uwchradd wrth ddatblygu cwricwlwm newydd yn y celfyddydau mynegiannol. The Curriculum Journal 31:2.
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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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Judith Kneen, Thomas Breeze, Sian Davies‐Barnes, Vivienne John & Emma Thayer. (2020) Curriculum integration: the challenges for primary and secondary schools in developing a new curriculum in the expressive arts. The Curriculum Journal 31:2, pages 258-275.
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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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Alan Convery. (2017) ‘There Is No Alternative’: Scotland's Curriculum for Excellence and its Relationship with High Culture. Scottish Affairs 26:2, pages 176-193.
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Cathy Howieson, Linda Croxford & Daniel Murphy. (2017) The experience of 50 years of comprehensive schooling in Scotland. Education, Citizenship and Social Justice 12:1, pages 8-23.
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Malcolm Thorburn & Donna Dey. (2017) Health and wellbeing and wider achievement: An analysis of teachers’ practices and learners’ experiences in Scottish secondary schools. Studies in Educational Evaluation 52, pages 24-34.
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Claire Sinnema, Frauke Meyer & Graeme Aitken. (2016) Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching. Journal of Teacher Education 68:1, pages 9-27.
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Murray Fastier. (2016) Curriculum change, challenges and teacher responsibility. New Zealand Geographer 72:1, pages 51-56.
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Cigdem Hursen. (2015) The impact of curriculum developed in line with authentic learning on the teacher candidates’ success, attitude and self-directed learning skills. Asia Pacific Education Review 17:1, pages 73-86.
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