| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
After this, nothing happened
|
Block, Alan
|
|
|
|
1-3 |
p. 193-203
|
artikel
|
| 2 |
A touchstone of Finnish curriculum thought and core curriculum for basic education: Reviewing the current situation and imagining the future
|
Hakala, Liisa
|
|
|
|
1-3 |
p. 473-487
|
artikel
|
| 3 |
Correction to: The curriculum of the plague
|
Murillo, Fernando
|
|
|
|
1-3 |
p. 75
|
artikel
|
| 4 |
Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis
|
Brant-Birioukov, Kiera
|
|
|
|
1-3 |
p. 247-259
|
artikel
|
| 5 |
Covid-19 pandemic and the prospects of education in South Africa
|
Le Grange, Lesley
|
|
|
|
1-3 |
p. 425-436
|
artikel
|
| 6 |
Curricular responsiveness to the Covid-19 crisis: The case of Indonesia
|
Aletheiani, Dinny Risri
|
|
|
|
1-3 |
p. 463-472
|
artikel
|
| 7 |
Curriculum and coronavirus: New approaches to curriculum in the age of uncertainty
|
Goodson, Ivor F.
|
|
|
|
1-3 |
p. 29-45
|
artikel
|
| 8 |
Curriculum and the Covid-19 crisis
|
Pinar, William F.
|
|
|
|
1-3 |
p. 299-311
|
artikel
|
| 9 |
Curriculum, caring for the Earth, and planetary responsibility
|
Ranniery, Thiago
|
|
|
|
1-3 |
p. 233-245
|
artikel
|
| 10 |
Curriculum response to the crisis
|
Charland, Patrick
|
|
|
|
1-3 |
p. 313-330
|
artikel
|
| 11 |
Curriculum tinkering in situations of crises and inequalities: The case of South Africa
|
Amin, Nyna
|
|
|
|
1-3 |
p. 489-501
|
artikel
|
| 12 |
Dreaming in crisis
|
Neufeld, Maddie
|
|
|
|
1-3 |
p. 175-184
|
artikel
|
| 13 |
Event, currere, and the ignorant schoolmaster
|
Morelli, Silvia
|
|
|
|
1-3 |
p. 149-160
|
artikel
|
| 14 |
Exams tested by Covid-19: An opportunity to rethink standardized senior secondary examinations
|
Cairns, Rebecca
|
|
|
|
1-3 |
p. 331-345
|
artikel
|
| 15 |
Exploring the need for a responsive school curriculum to cope with the Covid-19 pandemic in Pakistan
|
Gul, Rani
|
|
|
|
1-3 |
p. 503-522
|
artikel
|
| 16 |
Global citizenship education through curriculum-as-relations
|
Kim, Eun-Ji Amy
|
|
|
|
1-3 |
p. 129-141
|
artikel
|
| 17 |
Heightened consciousness and curriculum in a time of crisis
|
Poindexter, Naomi Kikue
|
|
|
|
1-3 |
p. 47-61
|
artikel
|
| 18 |
How might Covid-19 affect the biology curricula of the future? Two principles for curriculum developers to consider
|
Roberts, Judith M. D.
|
|
|
|
1-3 |
p. 279-283
|
artikel
|
| 19 |
Liminality, disruption, and change: A prismatic look at pandemic education
|
Fisher, Marni E.
|
|
|
|
1-3 |
p. 523-540
|
artikel
|
| 20 |
Locked in and locked out: Covid-19 and teaching “remotely”
|
Strong-Wilson, Teresa
|
|
|
|
1-3 |
p. 161-174
|
artikel
|
| 21 |
Quality early childhood education for all and the Covid-19 crisis: A viewpoint
|
Spiteri, Jane
|
|
|
|
1-3 |
p. 143-148
|
artikel
|
| 22 |
Radical investment in the curriculum in times of Covid-19: Can we question the anti-science discourses?
|
Lopes, Alice Casimiro
|
|
|
|
1-3 |
p. 95-102
|
artikel
|
| 23 |
Re-imagining curriculum in India: Charting a path beyond the pandemic
|
Batra, Poonam
|
|
|
|
1-3 |
p. 407-424
|
artikel
|
| 24 |
Responding to crisis and building forward better: The relevance of curriculum
|
Ydo, Yao
|
|
|
|
1-3 |
p. 1-2
|
artikel
|
| 25 |
Rethinking community participation in education post Covid-19
|
Iyengar, Radhika
|
|
|
|
1-3 |
p. 437-447
|
artikel
|
| 26 |
School curriculum in South Africa in the Covid-19 context: An opportunity for education for relevance
|
Ramrathan, Labby
|
|
|
|
1-3 |
p. 383-392
|
artikel
|
| 27 |
Simone de Beauvoir and a period of transition
|
Durygin, Małgorzata
|
|
|
|
1-3 |
p. 185-191
|
artikel
|
| 28 |
#Stayathome #Fiqueemcasa: Opportunities for new governances of public education in Brazil
|
Macedo, Elizabeth
|
|
|
|
1-3 |
p. 393-405
|
artikel
|
| 29 |
The curriculum of the plague
|
Murillo, Fernando
|
|
|
|
1-3 |
p. 63-74
|
artikel
|
| 30 |
The “new normal” in education
|
Pacheco, José Augusto
|
|
|
|
1-3 |
p. 3-14
|
artikel
|
| 31 |
The promise of curriculum in the post-Covid world: Eclecticism, deliberation, and a return to the practical and the prophetic
|
Burns, James P.
|
|
|
|
1-3 |
p. 219-231
|
artikel
|
| 32 |
The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel
|
Hadar, Linor L.
|
|
|
|
1-3 |
p. 449-462
|
artikel
|
| 33 |
The significance of sense in the time of plagues: Curricular responsiveness to the Covid-19 crisis
|
Spector, Hannah
|
|
|
|
1-3 |
p. 77-93
|
artikel
|
| 34 |
The viralization of online education: Learning beyond the time of the coronavirus
|
Rossini, Tatiana Stofella Sodré
|
|
|
|
1-3 |
p. 285-297
|
artikel
|
| 35 |
“Throwing salt on wounds”: Covid-19 and a curriculum of embodiment
|
Kasamali, Zahra
|
|
|
|
1-3 |
p. 103-116
|
artikel
|
| 36 |
Toward a “thoughtful lightness”: Education in viral times
|
Phelan, Anne M.
|
|
|
|
1-3 |
p. 15-27
|
artikel
|
| 37 |
Trends in coverage of hygiene and disease prevention topics across national curriculum frameworks for primary science, physical education, and health
|
Morrish, Daniel
|
|
|
|
1-3 |
p. 363-381
|
artikel
|
| 38 |
Understanding curriculum as geo/biospheric text
|
Bigloo, Fay
|
|
|
|
1-3 |
p. 117-128
|
artikel
|
| 39 |
Using the pandemic to decolonize nature: Interrogating pragmatic education
|
Foley, William J.
|
|
|
|
1-3 |
p. 261-277
|
artikel
|
| 40 |
Waking up to the dawn of a new era: Reconceptualization of curriculum post Covid-19
|
Aktan, Sümer
|
|
|
|
1-3 |
p. 205-217
|
artikel
|
| 41 |
Why flipping the classroom is not enough: Digital curriculum making after the pandemic
|
Backes, Susanne
|
|
|
|
1-3 |
p. 347-361
|
artikel
|
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