| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Access and use of technologies in the home in the UK: implications for the curriculum
|
Lewin, Cathy
|
|
2004
|
|
2 |
p. 139-154
|
artikel
|
| 2 |
Active citizenship in schools and the community
|
Lawson, Helen
|
|
2001
|
|
2 |
p. 163-178
|
artikel
|
| 3 |
A grand day out: towards a mode of interrogation of non-school pedagogic sites
|
Dowling, Paul
|
|
2000
|
|
2 |
p. 247-271
|
artikel
|
| 4 |
An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society
|
Bracey, Paul
|
|
2003
|
|
2 |
p. 201-215
|
artikel
|
| 5 |
Are we there yet? teachers, schools and electronic networks
|
Carmichael, Patrick
|
|
2006
|
|
2 |
p. 167-186
|
artikel
|
| 6 |
Assessing children at the start of school: issues, dilemmas and current developments
|
Stierer, Barry
|
|
1990
|
|
2 |
p. 155-169
|
artikel
|
| 7 |
Assessment and testing in Scottish primary schools
|
Harlen, Wynne
|
|
1996
|
|
2 |
p. 247-257
|
artikel
|
| 8 |
Assessment and the National Curriculum: the standing of teachers and children
|
Allanson, Jack
|
|
1990
|
|
2 |
p. 129-137
|
artikel
|
| 9 |
Assessment for learning in English and mathematics: a comparison
|
Hodgen, Jeremy
|
|
2005
|
|
2 |
p. 153-176
|
artikel
|
| 10 |
Assessment in French primary schools
|
Broadfoot, Patricia
|
|
1996
|
|
2 |
p. 227-246
|
artikel
|
| 11 |
Becoming scientific and becoming professional: towards moderating rationalism in the initial teacher education curriculum
|
Ovens, Peter
|
|
2000
|
|
2 |
p. 177-197
|
artikel
|
| 12 |
Book reviews
|
|
|
2006
|
|
2 |
p. 187-191
|
artikel
|
| 13 |
Call for papers
|
|
|
2008
|
|
2 |
p. 133
|
artikel
|
| 14 |
Can we tell the difference and does it matter? Differences in achievement between girls and boys in Australian senior secondary education
|
Matters, Gabrielle
|
|
1999
|
|
2 |
p. 283-302
|
artikel
|
| 15 |
Change in education and the mathematics teacher's role in Poland
|
Wojciechowska, Agnieszka
|
|
1995
|
|
2 |
p. 235-239
|
artikel
|
| 16 |
Cinderella and the ugly sisters: an assessment policy pantomine in two acts
|
Broadfoot, Patricia
|
|
1990
|
|
2 |
p. 199-215
|
artikel
|
| 17 |
Classroom assessment in Greek primary schools
|
Mavrommatis, Yiannis
|
|
1996
|
|
2 |
p. 259-269
|
artikel
|
| 18 |
Competency, epistemology and pedagogy: curriculum's holy trinity
|
Katz, Steven
|
|
2000
|
|
2 |
p. 133-144
|
artikel
|
| 19 |
Compulsory citizenship for the disenfranchised: benchmarking students, schools, and social and political attitudes before the Citizenship Order
|
Morris, Zoë Slote
|
|
2003
|
|
2 |
p. 181-199
|
artikel
|
| 20 |
Connecting with plants: lessons for life
|
Galbraith, Jillian
|
|
2003
|
|
2 |
p. 279-286
|
artikel
|
| 21 |
Conservative and liberal challenges to progressivist curricula in Scandinavia
|
Svingby, Gunilla
|
|
1995
|
|
2 |
p. 211-223
|
artikel
|
| 22 |
Constructivism in the curriculum. Can we close the gap between the strong theoretical version and the weak version of theory-in-practice?
|
Watts, Mike
|
|
1991
|
|
2 |
p. 171-182
|
artikel
|
| 23 |
Creativity: a reaffirmation of its place in early childhood education
|
Prentice, Roy
|
|
2000
|
|
2 |
p. 145-158
|
artikel
|
| 24 |
Critical thinking and the academic vocational divide
|
Halliday, John
|
|
2000
|
|
2 |
p. 159-175
|
artikel
|
| 25 |
Cross-curricular skills testing in The Netherlands
|
Meijer, Joost
|
|
2007
|
|
2 |
p. 155-173
|
artikel
|
| 26 |
Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy, with particular reference to post-primary curriculum policy in the Republic of Ireland
|
Looney, Anne
|
|
2001
|
|
2 |
p. 149-162
|
artikel
|
| 27 |
Curriculum development for professional ethics in Australian human service university programmes
|
Fox, Tricia
|
|
2001
|
|
2 |
p. 241-259
|
artikel
|
| 28 |
Curriculum document update
|
|
|
1997
|
|
2 |
p. 317-321
|
artikel
|
| 29 |
Curriculum document update
|
|
|
1992
|
|
2 |
p. 195-200
|
artikel
|
| 30 |
Curriculum document update
|
|
|
1993
|
|
2 |
p. 301-306
|
artikel
|
| 31 |
Curriculum document update
|
|
|
1994
|
|
2 |
p. 265-271
|
artikel
|
| 32 |
Curriculum document update
|
|
|
1991
|
|
2 |
p. 219-223
|
artikel
|
| 33 |
Curriculum document update
|
|
|
1995
|
|
2 |
p. 265-271
|
artikel
|
| 34 |
Curriculum document update
|
|
|
1996
|
|
2 |
p. 271-276
|
artikel
|
| 35 |
Curriculum document update
|
|
|
1990
|
|
2 |
p. 235-237
|
artikel
|
| 36 |
Developing a characterisation of citizenship education: issues arising from work undertaken in a higher education network
|
Davies, Ian
|
|
2008
|
|
2 |
p. 119-132
|
artikel
|
| 37 |
Developing narrative skills through case-studies
|
Davies, Peter
|
|
2003
|
|
2 |
p. 217-232
|
artikel
|
| 38 |
Differentiation. Part of the problem or part of the solution?
|
Hart, Susan
|
|
1992
|
|
2 |
p. 131-142
|
artikel
|
| 39 |
Economic aspects of citizenship education: an investigation of students' understanding
|
Davies, Peter
|
|
2002
|
|
2 |
p. 201-223
|
artikel
|
| 40 |
Editorial
|
|
|
1995
|
|
2 |
p. 159-160
|
artikel
|
| 41 |
Editorial
|
|
|
1996
|
|
2 |
p. 129-135
|
artikel
|
| 42 |
Editorial
|
|
|
1999
|
|
2 |
p. 165-168
|
artikel
|
| 43 |
Editorial
|
McCormick, Bob
|
|
2002
|
|
2 |
p. 139
|
artikel
|
| 44 |
Editorial
|
McCormick, Bob
|
|
2003
|
|
2 |
p. 137-138
|
artikel
|
| 45 |
Editorial
|
McCormick, Bob
|
|
2004
|
|
2 |
p. 99-100
|
artikel
|
| 46 |
Editorial
|
|
|
1990
|
|
2 |
p. 123-128
|
artikel
|
| 47 |
Editorial
|
|
|
2006
|
|
2 |
p. 107-108
|
artikel
|
| 48 |
Editorial
|
Moon, Bob
|
|
2008
|
|
2 |
p. 67-69
|
artikel
|
| 49 |
Editorial
|
|
|
1992
|
|
2 |
p. 121-123
|
artikel
|
| 50 |
Editorial
|
|
|
1993
|
|
2 |
p. 179-183
|
artikel
|
| 51 |
Editorial
|
|
|
1994
|
|
2 |
p. 129-131
|
artikel
|
| 52 |
Editorial
|
Morrison, Marlene
|
|
2000
|
|
2 |
p. 129-132
|
artikel
|
| 53 |
Editorial
|
|
|
2001
|
|
2 |
p. 145-147
|
artikel
|
| 54 |
Editorial
|
|
|
1991
|
|
2 |
p. 111-113
|
artikel
|
| 55 |
Editorial introduction: Physical Education, sport and the curriculum
|
Evans, John
|
|
1997
|
|
2 |
p. 185-197
|
artikel
|
| 56 |
Editorial The American school curriculum-some views from the inside
|
|
|
1998
|
|
2 |
p. 141-143
|
artikel
|
| 57 |
Equal opportunities and the Standard Assessment Tasks for 7 year olds
|
Gipps, Caroline
|
|
1992
|
|
2 |
p. 171-183
|
artikel
|
| 58 |
Evaluating an 'entitlement curriculum': mathematics for all?
|
Burton, Leone
|
|
1992
|
|
2 |
p. 161-169
|
artikel
|
| 59 |
Exploring difficulties in learning to teach English post-16
|
Butcher, John
|
|
2003
|
|
2 |
p. 233-252
|
artikel
|
| 60 |
Formative assessment: views through different lenses
|
Black, Paul
|
|
2005
|
|
2 |
p. 133-135
|
artikel
|
| 61 |
Fostering of creativity within an imaginative curriculum in higher education
|
Donnelly, Roisin
|
|
2004
|
|
2 |
p. 155-166
|
artikel
|
| 62 |
Four stories, a moral and two questions
|
Simmonds, Gillian
|
|
1993
|
|
2 |
p. 185-199
|
artikel
|
| 63 |
From teaching to learning
|
Bridges, David
|
|
1991
|
|
2 |
p. 137-151
|
artikel
|
| 64 |
GCSE mathematics in further education: challenging beliefs and practices
|
Swan, Malcolm
|
|
2000
|
|
2 |
p. 199-223
|
artikel
|
| 65 |
Gender, achievement and the 'Gold Standard': differential performance in the GCE A level examination
|
Elwood, Jannette
|
|
1999
|
|
2 |
p. 189-208
|
artikel
|
| 66 |
Gender issues in vocational education and training and workplace achievement of 14-19 year olds: an EOC perspective
|
|
|
1999
|
|
2 |
p. 209-229
|
artikel
|
| 67 |
Goals or horizons—the conundrum of progression in English: or a possible way of understanding formative assessment in English
|
Marshall, Bethan
|
|
2004
|
|
2 |
p. 101-113
|
artikel
|
| 68 |
History at KS1 and KS2: questions of teaching, planning, assessment and progression
|
Bage, Grant
|
|
1993
|
|
2 |
p. 269-282
|
artikel
|
| 69 |
'How does your teacher help you to make your work better?' Children's understanding of formative assessment
|
Tunstall, Pat
|
|
1996
|
|
2 |
p. 185-203
|
artikel
|
| 70 |
How do I know if they're cheating? Teacher strategies in an information age
|
Williams, Sadie
|
|
2001
|
|
2 |
p. 225-239
|
artikel
|
| 71 |
ICT and pupil assessment
|
McCormick, Robert
|
|
2004
|
|
2 |
p. 115-137
|
artikel
|
| 72 |
Imagining the past: the use of archive pictures in secondary school history textbooks
|
David, Robert G.
|
|
2000
|
|
2 |
p. 225-246
|
artikel
|
| 73 |
Implementing media education in the Hong Kong secondary curriculum
|
Cheung, Chi-Kim
|
|
2001
|
|
2 |
p. 191-205
|
artikel
|
| 74 |
Implementing the National Curriculum at Key Stage 2
|
Richards, Colin
|
|
1993
|
|
2 |
p. 231-238
|
artikel
|
| 75 |
In search of teacher assessment-its place in the National Curriculum assessment system of England and Wales
|
Daugherty, Richanrd
|
|
1996
|
|
2 |
p. 137-152
|
artikel
|
| 76 |
Introducing and assessing National Curriculum history at Key Stage 3 in a 13-18 comprehensive school. Formative versus summative assessment
|
Patterson, Derek H.
|
|
1994
|
|
2 |
p. 195-213
|
artikel
|
| 77 |
'It's not labour and it's not play': teaching and learning in secondary schools
|
Rudduck, Jean
|
|
1991
|
|
2 |
p. 125-135
|
artikel
|
| 78 |
Learning how to learn: the dynamic assessment of learning power
|
Crick, Ruth Deakin
|
|
2007
|
|
2 |
p. 135-153
|
artikel
|
| 79 |
Learning to live with the National Curriculum: a case-study of a headteacher's dilemmas
|
Hayes, Denis
|
|
1993
|
|
2 |
p. 201-213
|
artikel
|
| 80 |
Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices
|
Black, Paul
|
|
2005
|
|
2 |
p. 249-261
|
artikel
|
| 81 |
Managing curriculum change in the field of personal and social education and pastoral care
|
Dowling, Steve
|
|
1991
|
|
2 |
p. 201-217
|
artikel
|
| 82 |
Measuring teacher beliefs about alternative curriculum designs
|
Cheung, Derek
|
|
2002
|
|
2 |
p. 225-248
|
artikel
|
| 83 |
Models of teacher assessment among primary school teachers in England
|
Gipps, Caroline
|
|
1996
|
|
2 |
p. 167-183
|
artikel
|
| 84 |
Movers and Shakers: high politics and the origins of the National Curriculum
|
Taylor, Tony
|
|
1995
|
|
2 |
p. 161-184
|
artikel
|
| 85 |
National Curriculum assessment and the primary school: reactions and illustrations of emerging practice
|
Conner, Colin
|
|
1990
|
|
2 |
p. 139-154
|
artikel
|
| 86 |
National Curriculum assessment: has anything been learned from the experience of the APU?
|
Murphy, Patricia
|
|
1990
|
|
2 |
p. 185-197
|
artikel
|
| 87 |
Opportunities missed and/or thwarted? 'Funds of knowledge' meet the English national curriculum
|
Thomson, Pat
|
|
2008
|
|
2 |
p. 87-103
|
artikel
|
| 88 |
Physical education and nationalism in Wales
|
Davies, Brian
|
|
1997
|
|
2 |
p. 249-270
|
artikel
|
| 89 |
Physical education and sport and special needs in Germany
|
Doll-Tepper, Gudrun
|
|
1997
|
|
2 |
p. 299-315
|
artikel
|
| 90 |
Policy, practice, and reconversion in Spanish educational reform: teaching and teacher education in physical education
|
Devis-Devis, Jose
|
|
1997
|
|
2 |
p. 213-230
|
artikel
|
| 91 |
Popular histories: 'education' and 'entertainment' in information books for children
|
Scanlon, Margaret
|
|
2002
|
|
2 |
p. 141-161
|
artikel
|
| 92 |
Practical media work and the curriculum of the future
|
Watling, Rob
|
|
2001
|
|
2 |
p. 207-224
|
artikel
|
| 93 |
Primary foreign languages - the integration model: some parameters for research
|
Hood, Philip
|
|
1994
|
|
2 |
p. 235-247
|
artikel
|
| 94 |
Pupil commentary on assessment for learning
|
Cowie, Bronwen
|
|
2005
|
|
2 |
p. 137-151
|
artikel
|
| 95 |
Quantitative and case-based insights into issues of gender and school-based achievement: beyond simplistic explanations
|
Kutnick, Peter
|
|
1999
|
|
2 |
p. 253-282
|
artikel
|
| 96 |
Reforming the Canadian curriculum
|
Werner, Walt
|
|
1995
|
|
2 |
p. 225-233
|
artikel
|
| 97 |
Regenerating curriculum and pedagogy: the English experience
|
Moon, Bob
|
|
1995
|
|
2 |
p. 185-198
|
artikel
|
| 98 |
Reintroducing creativity: Day 10 at Hackleton School
|
Woods, Peter
|
|
2002
|
|
2 |
p. 163-182
|
artikel
|
| 99 |
Research into learning to learn through the assessment of quality and organization of learning outcomes
|
Csapo, Benő
|
|
2007
|
|
2 |
p. 195-210
|
artikel
|
| 100 |
Review article
|
Tunstall, Pat
|
|
1990
|
|
2 |
p. 217-226
|
artikel
|
| 101 |
Reviews
|
|
|
1995
|
|
2 |
p. 241-263
|
artikel
|
| 102 |
Reviews
|
|
|
1999
|
|
2 |
p. 303-314
|
artikel
|
| 103 |
Reviews
|
|
|
2001
|
|
2 |
p. 261-269
|
artikel
|
| 104 |
Reviews
|
|
|
2002
|
|
2 |
p. 249-262
|
artikel
|
| 105 |
Reviews
|
|
|
1991
|
|
2 |
p. 225-242
|
artikel
|
| 106 |
Reviews
|
|
|
1992
|
|
2 |
p. 201-210
|
artikel
|
| 107 |
Reviews
|
|
|
2000
|
|
2 |
p. 287-294
|
artikel
|
| 108 |
Reviews
|
|
|
1993
|
|
2 |
p. 295-300
|
artikel
|
| 109 |
Reviews
|
|
|
1994
|
|
2 |
p. 249-264
|
artikel
|
| 110 |
Reviews
|
|
|
2004
|
|
2 |
p. 183-186
|
artikel
|
| 111 |
Reviews
|
|
|
1990
|
|
2 |
p. 227-233
|
artikel
|
| 112 |
Richer or poorer, better or worse? How has the development of primary science teaching been affected by National Curriculum policy?
|
Smith, Robin
|
|
1994
|
|
2 |
p. 163-177
|
artikel
|
| 113 |
Science in the primary school: the problem of teachers' curricular expertise
|
Summers, Mike
|
|
1994
|
|
2 |
p. 179-193
|
artikel
|
| 114 |
Staff involvement in the design of a key skills curriculum model: a case-study
|
Kelly, Anthony
|
|
2001
|
|
2 |
p. 179-190
|
artikel
|
| 115 |
Still building American character: sport and the physical education curriculum
|
Rees, C. Roser
|
|
1997
|
|
2 |
p. 199-212
|
artikel
|
| 116 |
'Straitjacket' or 'springboard for sustainable learning'? The implications of formative assessment practices in vocational learning cultures
|
Davies, Jenifer
|
|
2008
|
|
2 |
p. 71-86
|
artikel
|
| 117 |
Subsidiarity in education: the example of British primary humanities
|
Alan, W.
|
|
1993
|
|
2 |
p. 283-294
|
artikel
|
| 118 |
Teacher-pupil interaction in formative assessment: assessing the work or protecting the child?
|
Pryour, John
|
|
1996
|
|
2 |
p. 205-226
|
artikel
|
| 119 |
Teachers' summative practices and assessment for learning - tensions and synergies
|
Harlen, Wynne
|
|
2005
|
|
2 |
p. 207-223
|
artikel
|
| 120 |
Teachers' work in reading literacy across the curriculum in the senior phase of learning
|
Harreveld, Bobby
|
|
2008
|
|
2 |
p. 105-118
|
artikel
|
| 121 |
Teaching, and researching the teaching of, a history topic: an experiment in collaboration
|
Woods, Peter
|
|
1994
|
|
2 |
p. 133-161
|
artikel
|
| 122 |
Teaching sustainable development in primary schools: theory into practice
|
Summers, Mike
|
|
2003
|
|
2 |
p. 157-180
|
artikel
|
| 123 |
Technical University of Lisbon and University of Liege
|
Costa, Francisco Carreiro Da
|
|
1997
|
|
2 |
p. 231-247
|
artikel
|
| 124 |
Technology enhancing learning: analysing uses of information and communication technologies by primary and secondary school pupils with learning frameworks
|
Passey, Don
|
|
2006
|
|
2 |
p. 139-166
|
artikel
|
| 125 |
The broad and balanced curriculum in primary schools some limitations on reform
|
Campbell, R. J.
|
|
1993
|
|
2 |
p. 215-229
|
artikel
|
| 126 |
The changing face of topic work in the primary curriculum
|
Dadds, Marion
|
|
1993
|
|
2 |
p. 253-267
|
artikel
|
| 127 |
The child and the primary curriculum — from policy to practice
|
Drummond, Mary Jane
|
|
1991
|
|
2 |
p. 115-124
|
artikel
|
| 128 |
The curriculum and current educational thinking in France
|
Forquin, Jean-Claude
|
|
1995
|
|
2 |
p. 199-209
|
artikel
|
| 129 |
The development of learning to learn in a European context
|
Fredriksson, Ulf
|
|
2007
|
|
2 |
p. 127-134
|
artikel
|
| 130 |
The development of learning to learn in Spain
|
Moreno, Amparo
|
|
2007
|
|
2 |
p. 175-193
|
artikel
|
| 131 |
The importance of pedagogical content knowledge in assessment for learning practices: a case-study of a whole-school approach
|
Jones, Alister
|
|
2005
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