Citations (13)
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Liudmila Zaichenko. (2023) When cultural reproduction overshadows personal transformation: the case of Russian schools teachers in Estonia. Pedagogy, Culture & Society 0:0, pages 1-18.
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Triin Rosin, Katrin Vaino, Regina Soobard & Miia Rannikmäe. (2022) Examining Estonian science teachers’ beliefs about teaching and assessment. Cogent Education 9:1.
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Piret Viirpalu, E. Krull & R. Mikser. (2022) Teachers’ feelings of curriculum ownership: the Estonian case. Journal of Baltic Studies 53:3, pages 373-395.
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Ana Lucia Lennert da Silva. (2022) Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy 8:2, pages 103-118.
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Eve Kikas & Inge Timoštšuk. (2016) Student teachers’ knowledge about children with ADHD and depression and its relations to emotions. Emotional and Behavioural Difficulties 21:2, pages 190-204.
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Sirje Rekkor, Meril Ümarik & Krista Loogma. (2013) Adoption of national curricula by vocational teachers in Estonia. Journal of Vocational Education & Training 65:4, pages 489-506.
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Dana Moree. (2013) Teachers and school culture in the Czech Republic before and after 1989. The Curriculum Journal 24:4, pages 586-608.
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Articles from other publishers (6)
Fatih Ozdemir, Ilker Murat Ar & Birdogan Baki. (2021) A decision model approach for determining social innovation potential of technological projects. Journal of Multi-Criteria Decision Analysis 28:1-2, pages 112-125.
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Darío Luis Banegas, Kathleen Corrales & Paige Poole. (2020) Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia. System 91, pages 102265.
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Reelika Suviste, Anu Palu, Eve Kikas & Noona Kiuru. (2016) The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools. European Journal of Psychology of Education 32:3, pages 501-520.
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Eeva Kesküla & Krista Loogma. (2016) The value of and values in the work of teachers in Estonia. Work, Employment and Society 31:2, pages 248-264.
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Mary G. Clasquin-Johnson. (2016) Now and then: Revisiting early childhood teachers’ reactions to curriculum change. South African Journal of Childhood Education 6:1, pages 9.
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Krista Loogma, Külliki Tafel-Viia & Meril Ümarik. (2012) Conceptualising educational changes: A social innovation approach. Journal of Educational Change 14:3, pages 283-301.
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