Citations (10)
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Read on this site (6)
Maaret Jokela-Pansini & Jeannine Wintzer. (2023) Practicing Diversity in Higher Education in Geography: Exploring Spaces of Diversity and Their Barriers in a Geography Department in Switzerland. The Professional Geographer 75:1, pages 1-13.
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M. Biddulph, T. Bèneker, D. Mitchell, M. Hanus, C. Leininger-Frézal, L. Zwartjes & K. Donert. (2020) Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project. International Research in Geographical and Environmental Education 29:3, pages 260-274.
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Eerika Virranmäki, Kirsi Valta-Hulkkonen & Jarmo Rusanen. (2019) Powerful knowledge and the significance of teaching geography for in-service upper secondary teachers – a case study from Northern Finland. International Research in Geographical and Environmental Education 28:2, pages 103-117.
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Richard Harris & Suzanne Graham. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies 51:1, pages 43-61.
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Charles L. Mifsud & Lara Ann Vella. (2018) Teacher agency and language mediation in two Maltese preschool bilingual classrooms. Language, Culture and Curriculum 31:3, pages 272-288.
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Anke Uhlenwinkel, Tine Béneker, Gabriel Bladh, Sirpa Tani & David Lambert. (2017) GeoCapabilities and curriculum leadership: balancing the priorities of aim-based and knowledge-led curriculum thinking in schools. International Research in Geographical and Environmental Education 26:4, pages 327-341.
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Articles from other publishers (4)
Phillip Poulton & Nicole Mockler. (2023) Early career primary teachers' curriculum‐making experiences: Enablers and constraints to knowledge‐led forms of curriculum‐making. The Curriculum Journal.
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