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Curriculum Inquiry Volume 44, 2014 - Issue 2
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Original Articles

Teachers, Curriculum Innovation, and Policy Formation

Nina BasciaOntario Institute for Studies in Education University of TorontoToronto, Ontario, Canada
,
Shasta Carr-HarrisOntario Institute for Studies in Education University of TorontoToronto, Ontario, Canada
,
Rose Fine-MeyerOntario Institute for Studies in Education University of TorontoToronto, Ontario, Canada
&
Cara ZurzoloOntario Institute for Studies in Education University of TorontoToronto, Ontario, Canada
Pages 228-248 | Published online: 07 Jan 2015

Citations (12)

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Read on this site (7)

Patricia Digón-Regueiro, Adriana Gewerc-Barujel & Cristina Pérez-Crego. (2023) Dilemmas in the integration of technologies in a Primary school classroom: the dialogue between teacher agency, curriculum and digital technologies. Pedagogies: An International Journal 18:3, pages 333-351.
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Bernice Badal. (2023) Crossing Boundaries: Khumalo the tightrope walker. African Identities 21:1, pages 187-203.
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Naama Sadan & Iris Alkaher. (2021) Development and formation of ESE policy: learning from teachers and local authorities. Environmental Education Research 27:2, pages 192-216.
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Alfredo Bautista, Ana Moreno-Núñez, Poorani Vijayakumar, Erin Quek & Rebecca Bull. (2020) Gross motor teaching in preschool education: where, what and how do Singapore educators teach? (Enseñanza de la motricidad gruesa en educación infantil: ¿dónde, qué y cómo enseñan las maestras en Singapur?). Journal for the Study of Education and Development 43:2, pages 443-482.
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Ryan D. Shaw. (2019) Examining arts education policy development through policy frameworks. Arts Education Policy Review 120:4, pages 185-197.
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Darío Luis Banegas. (2019) Language curriculum transformation and motivation through action research. The Curriculum Journal 30:4, pages 422-440.
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Maren Aukerman & Lorien Chambers Schuldt. (2017) Bucking the authoritative script of a mandated curriculum. Curriculum Inquiry 47:4, pages 411-437.
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Articles from other publishers (5)

Susan Chapman. (2020) Pwysigrwydd y cyd‐destun: ymreolaeth a diwygio’r cwricwlwm mewn ysgolion gwledig. The Curriculum Journal 31:2.
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Sioned Hughes & Helen Lewis. (2020) Tensiynau yn y broses bresennol o ddiwygio’r cwricwlwm a datblygu ymreolaeth broffesiynol athrawon. 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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Sioned Hughes & Helen Lewis. (2020) Tensions in current curriculum reform and the development of teachers’ professional autonomy. The Curriculum Journal 31:2, pages 290-302.
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Handoyo Puji Widodo. 2016. English Language Education Policy in Asia. English Language Education Policy in Asia 127 151 .

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