| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A European Perspective on the IEA Civic Education Study: An Introduction
|
Torney-Purta, Judith
|
|
2003
|
|
3 |
p. 366-369
|
artikel
|
| 2 |
A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 278-297
|
artikel
|
| 3 |
A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 298-313
|
artikel
|
| 4 |
A third wave of European education policy: Transnational and national conceptions of knowledge in Swedish curricula
|
Wahlström, Ninni
|
|
2016
|
|
3 |
p. 298-313
|
artikel
|
| 5 |
Balancing ‘flexibility’ and ‘employability’: The changing role of general studies in the Finnish and Swedish VET curricula of the 1990s and 2010s
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 314-334
|
artikel
|
| 6 |
Civic Education: What are We Getting from Research?
|
Roldão, Maria
|
|
2003
|
|
3 |
p. 455-460
|
artikel
|
| 7 |
Civic Knowledge, Civic Skills and Civic Engagement
|
Maiello, Carmine
|
|
2003
|
|
3 |
p. 384-395
|
artikel
|
| 8 |
Cultural Appropriation of Concepts of Democracy
|
Kontogiannopoulou-Polydorides, G.
|
|
2003
|
|
3 |
p. 410-429
|
artikel
|
| 9 |
Curriculum history or the educational construction of Europe in the long nineteenth century
|
Tröhler, Daniel
|
|
2016
|
|
3 |
p. 279-297
|
artikel
|
| 10 |
Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view
|
Sivesind, Kirsten
|
|
2016
|
|
3 |
p. 271-278
|
artikel
|
| 11 |
Demand for Higher Education and the Supply of Graduates
|
Tribe, Keith
|
|
2003
|
|
3 |
p. 463-471
|
artikel
|
| 12 |
Education's outside
|
Standish, Paul
|
|
2011
|
|
3 |
p. 322-334
|
artikel
|
| 13 |
EU Funding and Issues of ‘Marketisation’ of Higher Education in Greece
|
Gouvias, Dionysios
|
|
2011
|
|
3 |
p. 393-406
|
artikel
|
| 14 |
Europe, transnational curriculum movements and comparative curriculum theorizing
|
Yates, Lyn
|
|
2016
|
|
3 |
p. 366-373
|
artikel
|
| 15 |
Expert group institutionalization and task expansion in European education policy-making
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 335-348
|
artikel
|
| 16 |
From the Scientistic to the Humanistic in the Construction of Contemporary Educational Knowledge
|
Bridges, David
|
|
2011
|
|
3 |
p. 304-321
|
artikel
|
| 17 |
Globalization, New Modes of Governance and Educational Challenges: A Comparative Review
|
Pires, Ana Márcia
|
|
2011
|
|
3 |
p. 461-466
|
artikel
|
| 18 |
Imagining societies through discourses on educational equality: A cross-cultural analysis of Finnish and Swedish upper secondary curricula from 1970 to the 2010s
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 335-354
|
artikel
|
| 19 |
Interests, ideas and legacies of the past: Analysing the positions and strategies of Swedish policy actors in the establishment of the European Research Council
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 404-420
|
artikel
|
| 20 |
Interruptions and Failure in Higher Education: Evidence from ISEG-UTL
|
Lopes, Margarida Chagas
|
|
2011
|
|
3 |
p. 445-460
|
artikel
|
| 21 |
Introduction
|
Menezes, Isabel
|
|
2003
|
|
3 |
p. 363-365
|
artikel
|
| 22 |
National curricula in Norway and Finland: The role of learning outcomes
|
Mølstad, Christina Elde
|
|
2016
|
|
3 |
p. 329-344
|
artikel
|
| 23 |
Necessary Transformation or Safe Permanence? A Philosophical Approach to the Desire for Change
|
Drouin-Hans, Anne-Marie
|
|
2011
|
|
3 |
p. 367-374
|
artikel
|
| 24 |
On the Dimensionality of the Cognitive Test Used in the IEA Civic Education Study: Analyses and Implications
|
Nikolova, Roumiana
|
|
2003
|
|
3 |
p. 370-383
|
artikel
|
| 25 |
On the Reception of Foucauldian Ideas in Pedagogical Research
|
Ostrowicka, Helena
|
|
2011
|
|
3 |
p. 433-444
|
artikel
|
| 26 |
Participation Experiences and Civic Concepts, Attitudes and Engagement: Implications for Citizenship Education Projects
|
Menezes, Isabel
|
|
2003
|
|
3 |
p. 430-445
|
artikel
|
| 27 |
Philosophy and the Rationalisation of Educative Action: The Example of Personal Autonomy
|
Foray, Philippe
|
|
2011
|
|
3 |
p. 343-355
|
artikel
|
| 28 |
Philosophy of Education and the Transformation of Educational Systems
|
Reichenbach, Roland
|
|
2011
|
|
3 |
p. 287-291
|
artikel
|
| 29 |
Philosophy of Education as an Exercise in Thought: To Not Forget Oneself When ‘things Take Their Course’
|
Masschelein, Jan
|
|
2011
|
|
3 |
p. 356-366
|
artikel
|
| 30 |
Philosophy of Education: A Thorn in the (Clay) Foot of the Educational System
|
Soëtard, Michel
|
|
2011
|
|
3 |
p. 335-342
|
artikel
|
| 31 |
Philosophy of … Philosophy and …: Taking the Conditions We Find Ourselves in Seriously
|
Smeyers, Paul
|
|
2011
|
|
3 |
p. 292-303
|
artikel
|
| 32 |
Research News
|
|
|
2003
|
|
3 |
p. 472-476
|
artikel
|
| 33 |
Role and Function of ‘Philosophy of Education’ within the Educational Sciences: A Cross-National Attempt
|
Kraft, Volker
|
|
2011
|
|
3 |
p. 383-392
|
artikel
|
| 34 |
Scholarly or socially relevant? An examination of European academic associations
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 385-403
|
artikel
|
| 35 |
Self-Study Research and the Development of Teacher Educators' Professional Identities
|
Lunenberg, Mieke
|
|
2011
|
|
3 |
p. 407-420
|
artikel
|
| 36 |
Students' Concepts of Democracy
|
Husfeldt, Vera
|
|
2003
|
|
3 |
p. 396-409
|
artikel
|
| 37 |
Tackling the multi-actor and multi-level complexity of European governance of knowledge: Transnational actors in focus
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 325-334
|
artikel
|
| 38 |
The Old and New Face of Civic Education: Expert, Teacher, and Student Views
|
Mintrop, Heinrich
|
|
2003
|
|
3 |
p. 446-454
|
artikel
|
| 39 |
The Projectisation, Marketisation and Therapisation of Education
|
Brunila, Kristiina
|
|
2011
|
|
3 |
p. 421-432
|
artikel
|
| 40 |
The Research of Transformational Education Processes: Exemplary Considerations on the Relation of the Philosophy of Education and Educational Research
|
Koller, Hans-Christoph
|
|
2011
|
|
3 |
p. 375-382
|
artikel
|
| 41 |
The rhetoric of the ‘digital leap’ in Finnish educational policy documents
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 442-457
|
artikel
|
| 42 |
Transforming professional learning: Educational action research in practice
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 421-441
|
artikel
|
| 43 |
Transnational policy transfer over three curriculum reforms in Finland: The constructions of conditional and purposive programs (1994–2016)
|
Sivesind, Kirsten
|
|
2016
|
|
3 |
p. 345-365
|
artikel
|
| 44 |
Transnational student associations in the European multi-level governance of higher education policies
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 365-384
|
artikel
|
| 45 |
Travelling concepts in national curriculum policy-making: the example of competencies
|
Nordin, Andreas
|
|
2016
|
|
3 |
p. 314-328
|
artikel
|
| 46 |
University alliances in the Europe of knowledge: Positions, agendas and practices in policy processes
|
Fumasoli, Tatiana
|
|
2018
|
|
3 |
p. 349-364
|
artikel
|
| 47 |
VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 355-375
|
artikel
|
| 48 |
Vocational education, transitions, marginalisation and social justice in the Nordic countries
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 271-277
|
artikel
|
| 49 |
Vocational education, transitions, marginalisation and social justice in the Nordic countries: Reflections on the special issue
|
Nylund, Mattias
|
|
2019
|
|
3 |
p. 376-384
|
artikel
|
Tijdschrift beschrijving