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Teaching in Higher Education
Critical Perspectives
Volume 21, 2016 - Issue 4: Curriculum as Contestation
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Articles

On the making and faking of knowledge value in higher education curricula

Jim HordernSchool of Education, Bath Spa University, Bath, UKCorrespondence[email protected]
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Pages 367-380 | Received 16 Sep 2015, Accepted 01 Feb 2016, Published online: 07 Mar 2016

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Johanna Annala. (2022) Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions. Teaching in Higher Education 27:8, pages 1084-1102.
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David K. Diehl, Dominique Tunzi & Robert Marx. (2022) On contexts and cores: is there a core body of knowledge taught in social context of education courses?. Teaching in Higher Education 27:1, pages 70-83.
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Lynn Coleman & Jackie Tuck. (2020) ’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university. Journal of Vocational Education & Training 72:4, pages 575-594.
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Desireé Scholtz. (2020) Qualifications development for an unknown future. Journal of Curriculum Studies 52:3, pages 413-427.
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Jenny Gibbons. (2019) Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme. Teaching in Higher Education 24:7, pages 834-849.
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Jim Hordern. (2018) Is powerful educational knowledge possible?. Cambridge Journal of Education 48:6, pages 787-802.
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Jim Hordern & Maria Teresa Tatto. (2018) Conceptions of teaching and educational knowledge requirements. Oxford Review of Education 44:6, pages 686-701.
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Penny Jane Burke & Geoff Whitty. (2018) Equity Issues in Teaching and Teacher Education. Peabody Journal of Education 93:3, pages 272-284.
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Jim Hordern. (2017) Grammaticality and educational research. British Journal of Educational Studies 65:2, pages 201-217.
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Jim Hordern. (2016) Differentiating knowledge, differentiating (occupational) practice. Journal of Vocational Education & Training 68:4, pages 453-469.
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Articles from other publishers (2)

Qing Li, George Baciu, Jiannong Cao, Xiao Huang, Richard Chen Li, Peter H. F. Ng, Junnan Dong, Qinggang Zhang, Zackary P. T. Sin & Yaowei Wang. 2022. Blended Learning: Engaging Students in the New Normal Era. Blended Learning: Engaging Students in the New Normal Era 358 369 .
Akram Ramezanzadeh & Saeed Rezaei. (2018) The conceptualization and exploration of socially just teaching: A qualitative study on higher education English professors. Teaching and Teacher Education 74, pages 137-145.
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