Browse Title Index


 
Issue Title
 
Vol 3, No 2 (2016) 'Disciplinarized knowledge': theoretical articulations in the field of the Curriculum Abstract   PDF
Carmen Teresa Gabriel, Marcia Serra Ferreira
 
Vol 5, No 1 (2019) A Critical Conceptualization of Place-Conscious Pedagogy Abstract   PDF
Darron Kelly, Sharon Pelech
 
Vol 4, No 2 (2017) A Cuckoo in the Nest? Powerful Knowledge in English History Education Discourse Abstract   PDF
Joseph Smith, Darius Jackson
 
Vol 6 (2020) After currere: the meaning of education in North American curriculum studies Abstract   PDF
Todd Alan Price, Daniel J. Castner
 
Vol 5, No 1 (2019) An approximation to a genealogical perspective of curriculum Abstract   PDF
Rita Angulo Villanueva
 
Vol 2, No 1 (2015) Analysing curriculum development through schools’ external evaluation – the guidelines in Portugal and England Abstract   PDF
Carla Figueiredo, Carlinda Leite, Preciosa Fernandes
 
Vol 4, No 2 (2017) Are There Affinities between Ancient Chinese Philosophical Thought and Currere? Abstract   PDF
Wanying Wang
 
Vol 1, No 1 (2014) ‘Curriculum Studies’ in Cyprus: a research agenda for curriculum, bildung and didaktik as challenges of translation and re-contextualisation Abstract   PDF
Stavroula Philippou
 
Vol 2, No 1 (2015) “The Enlightenment was a Huge Pedagogic Project”: Reconsidering the Legacies of Anglo-American Curriculum, North European Bildung, and Chinese Wisdom Traditions amidst the Current Economic, Educational and Social Crisis Abstract   PDF
Tero Autio
 
Vol 2, No 2 (2015) “What does it mean to exist within (home)places?” - migration and everydayness family life bound with curriculum and schooling Abstract   PDF
Elisabete Carvalho, Elisabete Ferreira, José Alberto Correia
 
Vol 4, No 1 (2017) Canonical knowledge and common culture: in search of curricular justice Abstract   PDF
Terry Wrigley
 
Vol 2, No 2 (2015) Comparing teacher autonomy in three European countries: Estonia, Finland, and Germany Abstract   PDF
Maria Erss
 
Vol 1, No 2 (2014) Complexity and Complicity: Quality(s) and/or Effectiveness in Teacher Education Abstract
Todd Alan Price
 
Vol 1, No 2 (2014) Complexity and Complicity: Quality(s) and/or Effectiveness in Teacher Education Abstract   PDF
Todd Alan Price
 
Vol 2, No 2 (2015) Contested language, memory, and oral history as curriculum questions: A tale from Cyprus Abstract   PDF
Nicoletta Christodoulou
 
Vol 3, No 2 (2016) Curricular policies for Secondary Education in Latin America: between capacities and opportunities Abstract   PDF
Roberto Rafael Silva
 
Vol 3, No 1 (2016) Curricular reflections in the USA: Teaching teachers the edTPA Abstract   PDF
Todd Alan Price
 
Vol 2, No 2 (2015) Curriculum and Didactics: a matter of power. The case of the University of Madeira Abstract   PDF
Jesus Maria Sousa
 
Vol 2, No 2 (2015) Curriculum and Didaktik in 21st Century: Still Divergent or Converging? Abstract   PDF
Armend Tahirsylaj, Kai Niebert, Richard Duschl
 
Vol 4, No 2 (2017) Curriculum and students: a historical investigation of this dynamic interactive relationship Abstract   PDF
Vassilis Tsafos
 
Vol 3, No 1 (2016) Curriculum and Teachers’ Pedagogical Thinking When Planning for Teaching Abstract   PDF
Jaanet Salminen, Tiina Annevirta
 
Vol 4, No 1 (2017) Curriculum as Social Practice: The case of Fukushima Abstract   PDF
Kathryn Hibbert, Penelope Engle-Hills, May Abdel-Wahab, Rethy Chhem, Ari Hasegawa, Atsushi Kumagai, Pisith Phluong
 
Vol 1, No 1 (2014) Curriculum development: Content, context and language learning in Estonia Abstract   PDF
Urve Laanemets, Katrin Kalamees-Ruubel
 
Vol 4, No 1 (2017) Curriculum Field in the Making: Influences That Led to Social Efficiency as Dominant Curriculum Ideology in Progressive Era in the U.S. Abstract   PDF
Armend Tahirsylaj
 
Vol 6 (2020) Curriculum flexibility policies expressed in school timetables in Portugal. From prescribed curriculum to practiced curriculum Abstract   PDF
Sílvia Almeida, Paula Félix, Sílvia Ferreira, Ana Rodrigues
 
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