Decision-making and control: perceived autonomy of teachers in Germany and Sweden
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1482960
How do teachers interpret and transform entrepreneurship education?
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1488998
Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1502356
Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1568583
A distributed leadership perspective on the Finnish curriculum reform 2014
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1499806
The Big History Project and colonizing knowledges in world history curriculum
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1493143
Shedding the content: semantics of teaching burdened by didactic formalisms
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1552719
Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1513570
Historical consciousness: the enigma of different paradigms
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1652937
Teaching mathematics after hours
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1535666
Assessing ethics education through national tests—an advantage or not?
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1533999
Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1535667
Challenging traditional classroom practices: Swedish teachers’ interplay with Finnish curriculum materials
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1479449
Teacher-chameleons: the glue in the alignment of teacher practices and learning in policy
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1504120
Purposeful play during learning centre time: from curriculum to practice
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1611928
Teachers’ adaptations to and orientations towards an adolescent literacy curriculum
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2017.1407458
A scientific approach in the assessment of the school-based part of the teacher education programme in Sweden
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1567820
The hidden curriculum of reading intervention: a critical content analysis of Fountas & Pinnell’s leveled literacy intervention
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1616116
Tracing cosmopolitan literacies: a case study of transnational literacy curricula
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1580316
Curriculum spaces for connecting to children’s multiple mathematical knowledge bases
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1428365
Teaching and learning philosophy in Ontario high schools
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1563632
The role that mathematics plays in college- and career-readiness: evidence from PISA
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1533998
Students’ relationships to knowledges, place identity and agency concerning the St. Lawrence river
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1542030
Examining historical consciousness through history-as-interpretive-filter templates: implications for research and education
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1652935
Connecting past and present through case-comparison learning in history: views of teachers and students
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1558457
The formalized processes districts use to evaluate mathematics textbooks
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2020.1747116
Epistemic quality for equitable access to quality education in school mathematics
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1618917
The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1624831
Local enactment of the Swedish ‘advanced teacher reform’
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1436195
Historical consciousness of time and its societal uses
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1652939
Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1594388
The achievement ideology of Reading Wonders: a critical content analysis of success and failure in a core reading programme
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1504119
Epistemic explanations for divergent evolution in discourses regarding students’ extended historical writing in England
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1499805
Understanding literacy adoption policies across contexts: a multi-state examination of literacy curriculum decision-making
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1683233
A praxis approach to financial literacy education
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1650115
Reading biographical texts: a gateway to historical disciplinary reading
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1567821
Teacher adaptation of document-based history curricula: results of the Reading Like a Historian curriculum-use survey
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1550586
Internal consistency in a Swedish history curriculum: a study of vertical knowledge discourses in aims, content and level descriptors
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1513569
Understanding primary teachers’ professional learning and practice: an activity theory lens
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1488997
Constituting an apprenticeship curriculum
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1616115
Acknowledgement
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1677313
Teacher mediation of curriculum making: the role of reflexivity
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1637943
Designing a curriculum based on four purposes: let mathematics speak for itself
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1594389
The claim of the past – historical consciousness as memory, haunting, and responsibility in Nietzsche and beyond
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1652936
Early childhood arts curriculum: a cross-cultural study
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1575984
‘My school is a big school’: imagined communities, inclusion, and ideology in Indian textbooks
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1567822
‘Sociability before individuality’: lesson structure in lower secondary classrooms
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1558458
Pre-vocational education in the curriculum: the case of Norwegian lower secondary education
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2018.1528301
Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal?
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1652938
Introduction
来源期刊：Journal of Curriculum StudiesDOI：10.1080/00220272.2019.1652940
