Conceptually rich contributions to all areas of curriculum studies, derived from empirical, philosophical, sociological, or policy-related inquiries.
Joined September 2022
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read all new and open access: "Collaboration within school social networks: a quantitative analysis of syllabi in Swiss teacher education" by Marco Galle.
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read all new and open access: "A scoping review of student involvement in curriculum development and reform: the silent majority?" by Andrea de Carvalho, Noryani Neni Ahmad Jamain, Dennis Alonzo, Troy McConachy, Karen Maras and Meghan Stacey.
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read all new and open access: "Navigating challenges: a critical examination of school-based curriculum development in Hong Kong" by Kwun Man Chiang, Icy Lee, Chih-Hao Chang and Hongbiao Yin.
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read all new and open access: "Five visions of competence-based education and curricula as travelling policies: a systematic research review 1997–2022" by Armend Tahirsylaj and Daniel Sundberg.
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read all new and open access: "Impetus on subject-specificity: positioning teacher-related science content knowledge as powerful knowledge in teacher education curriculum design" by Bongani Prince Ndlovu and Elizabeth Mavhunga.
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read all new and open access: "A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa" by Olalekan Taofeek Badmus, Saidat Adeniji, Seyum Getenet and Loyiso C. Jita.
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read all new: "Itinerant curriculum theory from the Global South: a new grammar curriculum from México Profundo/Gran México" by Raul Olmo Fregoso Bailón, James C. Jupp and Raul Garza.
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read all new: "Gender discourse and representation in educational curricula in Afghanistan (2001–2021): promises in policy, pitfalls in practice" by Rajab Taleb.
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read all new: "Educating youths to be participatory citizens in a democracy? A comparative study of the curriculum Guidelines of senior high school Civics in Japan in 1956–2020s" by Helix Lo.
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read all new: "Controversial for whom? Reconsidering controversial issue discussion and deliberation in education for democracy" by Ryan T. Knowles and Steven P. Camicia.
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read all new and open access: "The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence" by Xinrong Yang, Jun Deng, Xiaojian Sun and Gabriele Kaiser.
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read all new: "Cross-national benchmarking of inquiry-based learning in secondary geography curricula: a multidimensional analysis across Mainland China, the United States, Singapore and British Columbia" by Rong Hu and Yuting Chen.
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Read all new and open access: "Mathematics After Reform: Knowledge Economy, Curriculum Change, and Global Dilemmas" by Henry Kwok.
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Read all new and open access: "The presence of multiperspectivity and multisource literacy in the writings of student teachers" by Jukka Rantala.
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Read all new and open access: "Augmented curriculum: personalizing the curriculum with social-emotional and affective content" by Jennifer Sparkman Bartee.
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read all new and open access: "‘Adding flame to the torch’: The why, what and how of teachers’ positionality in curriculum development" by Niall Mulpeter, Joanne O’Flaherty and Orla McCormack.
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read all new and open access: "Teaching the Holocaust to minoritized students: when is recasting difficult history as redemptive a problem?" by Nurit Novis-Deutsch & Yael Granot-Bein.
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read all new: "The use of ideal types in educational policy analysis: a step-by-step guide" by Raymond Lynch, Jennifer Hennessy and Oliver McGarr.
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read all new and open access: "Why is secondary mathematics difficult to learn? Perspectives from in-service teachers and cognitive load theory" by Àlex Miró, Marc Alier, Ouhao Chen, Javier Mora und Juan C. Castro-Alonso.
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read all new and open access: "Beyond binaries: rethinking student-led civics through culturally relevant, socially bridging, and tactically effective choices" by Chaebong Nam.
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