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The Curriculum Journal

Référence :  Vol. 33, n°1, mars 2022

  • Editorial, Stavroula Philippou, Mark Priestley


  • Low attainment in mathematics: An analysis of 60 years of policy discourse in England, Jeremy Hodgen, Colin Foster, Margaret Brown
  • Progressive pedagogies made visible: Implications for equitable mathematics teaching, Pete Wright, Alba Fejzo, Tiago Carvalho
  • Cross-national comparisons of inquiry learning in secondary geography curricula, Shu Jun Lee, Jeana Kriewaldt, Margaret Roberts
  • Designing new learning environments: An innovative pedagogical perspective, Irit Sasson, Itamar Yehuda, Shirley Miedijensky, Noam Malkinson
  • Whose voice is it anyway? Narrative perspectives within the Scottish and Swedish Science curricula, Jakob Billmayer, Stephen P. Day
  • “We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia, Mohammad Arsyad Arrafii
  • ESL curriculum with a heuristic anchorage: Tokenist discourses and the epistemology of community service education, Ranamukalage Chandrasoma


  • What Schools Should Teach: Disciplines, Subjects and the Pursuit of Truth, Elizabeth Rata
  • Knowing History in Schools—Powerful Knowledge and the Powers of Knowledge, Barbara Ormond

Informations complémentaires :

mot(s) clé(s) :  curriculum et programmes d'enseignement