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Journal of Curriculum Studies

Référence :  Vol. 43, n°3, juillet 2011

  • Vocational teachers’ pathways in the course of a curriculum reform, Katja Vähäsantanen & Anneli Eteläpelto
  • Redesigning vocational education: The possibilities of design‐based research, Yvonne Leeman & Willem Wardekker
  • Practice‐based research on the development of activating instruction and self‐directed student learning: Dutch writing instruction, Jeroen Imants & Piet‐Hein van de Ven
  • Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change, Carolyn S. Wallace & Mark Priestley
  • Sustainability and the learning virtues, John Foster
  • More than just story‐telling: cultural–historical activity theory as an under‐utilized methodology for educational change research, Yew‐Jin Lee
  • Has John Hattie really found the holy grail of research on teaching? An extended review of Visible Learning, Ewald Terhart

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