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The Curriculum Journal Volume 28, 2017 - Issue 3
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Articles

Fidelity to and satisfaction with prescribed curriculum in an Arab educational context: ESL teachers' perspective

Maha Ellili-CherifEducational Sciences Department, Qatar University, Doha, QatarCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-9380-6203View further author information
ORCID Icon &
Hala Mohamed HadbaFoundation Program, Qatar University, Doha, QatarView further author information
Pages 367-388 | Received 18 Jan 2016, Accepted 24 Aug 2016, Published online: 03 Nov 2016

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Xiaoshu Xu, Wilson Cheong Hin Hong, Yunfeng Zhang, Haiyan Jiang & Jia Liu. (2023) Learning paths design in personal learning environments: The impact on postgraduates’ cognitive achievements and satisfaction. Innovations in Education and Teaching International 0:0, pages 1-16.
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Michael H. Romanowski, Hissa Sadiq, Abdullah M. Abu-Tineh, Abdou Ndoye & Mofeed Aql. (2019) The skills and knowledge needed for principals in Qatar’s independent schools: policy makers’, principals’ and teachers’ perspectives. International Journal of Leadership in Education 22:6, pages 749-773.
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Articles from other publishers (3)

Susan Chapman. (2020) Pwysigrwydd y cyd‐destun: ymreolaeth a diwygio’r cwricwlwm mewn ysgolion gwledig. The Curriculum Journal 31:2.
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Susan Chapman. (2020) The significance of context: autonomy and curriculum reform in rural schools. The Curriculum Journal 31:2, pages 231-243.
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Michael H. Romanowski, Reem K. Abu-Shawish & Nora Merouani. (2018) Principals’ perspectives on faculty diversity in Qatar’s government schools. Educational Management Administration & Leadership 47:5, pages 730-748.
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