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Journal of Curriculum Studies

IF2
论文数31
被引数1
期刊论文 31
发表时间
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In memoriam: Professor Stefan Thomas Hopmann (1954-2026)悼念：Stefan Thomas Hopmann 教授（1954-2026）
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IF2
delete2026-05-01
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delete[Anonymous]
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How to breathe new life into the classroom: exploring practices of teacher artistry如何为课堂注入新的活力：探索教师艺术性的实践
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delete2026-03-01
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deleteDrop, Hanke; Mesker, Peter; Bakker, Cok
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Changing pedagogy to change attendance, engagement and retention of First Nations Australian students改变教学法以提高澳大利亚原住民学生的出勤率、参与度和留校率
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deleteOliver, Rhonda; Guenther, John; Ober, Robyn; Holmes, Catherine
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Navigating challenges: a critical examination of school-based curriculum development in Hong Kong应对挑战：对香港校本课程开发的关键审视
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deleteChiang, Kwun Man; Lee, Icy; Chang, Chih-Hao; Yin, Hongbiao
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Perspective-taking through fiction: possibilities for future teachers to gain insight into diversity通过小说进行换位思考：未来教师获得多元文化见解的可能性
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deleteHabler, Camilla; Spernes, Kari
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Rethinking curriculum integration: a new materialist perspective重新思考课程整合：一种新物质主义视角
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IF2
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deleteYou, Sungyeol
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A scoping review of student involvement in curriculum development and reform: the silent majority?对学生参与课程开发和改革范围的综述：沉默的大多数？
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deletede Carvalho, Andrea; Jamain, Noryani Neni Ahmad; Alonzo, Dennis; McConachy, Troy; Maras, Karen; Stacey, Meghan
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Mathematics textbooks as a potentially implemented curriculum: a systematic review数学教材作为潜在的实施性课程：一项系统综述
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deleteKoschwitz, Constanze; Van Den Ham, Ann-Katrin
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Mathematics for all in Sweden (1962-2025): successes, setbacks, and some insights瑞典面向全民的数学教育（1962-2025）：成就、挫折与若干见解
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deletePrytz, Johan; Viirman, Olov
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Reimagining nonviolence education through a multidimensional lens: what should peace in the curriculum look like?通过多维视角重新构想非暴力教育：课程中的和平应呈现何种面貌？
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deleteBacquet, Gaston; Nesterova, Yulia
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Collaboration within school social networks: a quantitative analysis of syllabi in Swiss teacher education学校社会网络内的合作：瑞士师范教育课程大纲的定量分析
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deleteGalle, Marco
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Impetus on subject-specificity: positioning teacher-related science content knowledge as powerful knowledge in teacher education curriculum design强调学科特定性：将教师相关科学内容知识定位为教师教育课程设计中的强大知识
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deleteNdlovu, Bongani Prince; Mavhunga, Elizabeth
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'Adding flame to the torch': The why, what and how of teachers' positionality in curriculum development“火上浇油”：教师课程开发中位置性的原因、内容和方式
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deleteMulpeter, Niall; O'Flaherty, Joanne; McCormack, Orla
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Augmented curriculum: personalizing the curriculum with social-emotional and affective content增强型课程：通过社交情感和情感内容个性化课程
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deleteBartee, Jennifer Sparkman
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Competence-based curriculum implementation in Africa: a scoping review of pedagogical and assessment practices (jul, 10.1080/00220272.2025.2523429, 2025)基于能力的课程实施在非洲：教学与评估实践的范畴综述（2025）
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deleteWawire, Brenda Aromu; Kiambati, Fridah; Muhia, Nelson; Gathoni, Grace; Abuya, Benta
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Cross-national benchmarking of inquiry-based learning in secondary geography curricula: a multidimensional analysis across Mainland China, the United States, Singapore and British Columbia跨国比较探究式学习在中学地理课程中的应用：对中国大陆、美国、新加坡和不列颠哥伦比亚的多维分析
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deleteHu, Rong; Chen, Yuting
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The mathematics classroom as junkspace: a conceptual critique of educational spatiality数学课堂作为杂乱空间：对教育空间性的概念性批判
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deleteXenofontos, Constantinos
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The use of ideal types in educational policy analysis: a step-by-step guide (nov, 10.1080/00220272.2025.2592915, 2025)在教育政策分析中使用理想类型：分步指南（nov, 10.1080/00220272.2025.2592915, 2025）
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deleteLynch, Raymond; Hennessy, Jennifer; McGarr, Oliver
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Teaching the Holocaust to minoritized students: when is recasting difficult history as redemptive a problem?向少数族裔学生教授大屠杀：何时将这段艰难的历史重塑为救赎性的会成为问题？
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deleteNovis-Deutsch, Nurit; Granot-Bein, Yael
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Why is secondary mathematics difficult to learn? Perspectives from in-service teachers and cognitive load theory为什么中学数学难以学习？在职教师与认知负荷理论的观点
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deleteMiro, Alex; Alier, Marc; Chen, Ouhao; Mora, Javier; Castro-Alonso, Juan C.
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